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    Write to Learn Write to Learn Presentation Transcript

    • NORTH VIEW JUNIOR HIGH SEPTEMBER 21 ST -22 ND , 2010 JESSICA CROOKER – LITERACY COACH Write to Learn
    • Anchor Lines
      • Choose a quote from any table
      • Write it at the top of your paper
      • Now, for 2 minutes, respond to the quote:
        • Why you chose it
        • What you believe it means
        • What it reminds you of
        • How it relates to you/your classroom
      • When time is up, rotate papers, read and add to the response with your own thoughts or comments on previous author’s thoughts
      • Label your comments with your initials.
    • Learning Targets
      • I can explain the concept of “Write to Learn”—what it is, what it is not.
      • I can list ways to use Write to Learn activities in my classroom.
    • Disclaimer 
      • Staff Development Format:
      • IDEAL: Problem – Solution
      • NOT IDEAL: Solution – Problem
      • NOT IDEAL: One-size fits all
      • HAPPY MEDIUM: differentiate
      • HAPPY MEDIUM: common reasons why or situations in which WTL is used
    • Why use Write to Learn activities?
      • In order for learners to understand & remember ideas, they must act upon them
      • Requires students to put new learning in their own words (unlike some note-taking or fill-in-the blank activities)
      • Pushes students to think beyond factual recall (from lower to higher level thinking)
      • To assess students’ grasp of key concepts (an assessment FOR learning)
    • Why use Write to Learn activities?
      • To give students practice—writing skills atrophy when not used
      • To ground students in our discipline and increase their sophistication of learning
      • To prepare students for college and future
      • To show how writing is used specifically in our disciplines
      • (WAC Clearinghouse, 2007)
    • Writing & Intellectual Development
      • Writing activities promote learning better than activities involving only studying or reading.
      • Different kinds of writing activities lead students to focus on different kinds of information.
      • (Langer & Applebee 1987 pp. 135–136)
      • Primary function of [writing to learn] is to connect experience to our own understanding.
      • Writing becomes a tool for discovering, for shaping meaning, and for reaching understanding.
      • (Fulwiler, Young)
    • Revisiting what we know about WTL
      • WTL typically takes no more than 5-10 minutes
      • Emphasis less on quality of writing and more on quality of thinking
      • WTL comes in many forms, but they are usually:
        • Short
        • Spontaneous
        • Exploratory
        • Informal
        • Personal
        • One draft
        • Unedited, ungraded—but can be used to give feedback
        • Daniels, Zemelman, Steineke 2007, p. 20-25
    • Examples of Write to Learn Activities
      • Exit/Entrance Slips*
      • Writing Break*
      • Brainstorming
      • Drawing and Illustrating
      • Clustering
      • Mapping
      • Anchor Lines*
      • Probable Passage*
      • Double-Entry Journal*
      • Write-Around
      • Carousel Brainstorming*
      • Nonstop Write
      • Reflective Write
      • KWL
      • Teacher-Student Correspondence
      * WTL with stars are those we will try today.
    • Writing Break
      • How often does the average North View student write and/or read in a school day?
      • How often do students in your class read/write on a weekly basis?
      • Are you satisfied with these numbers?
      • Other thoughts you have so far about Write to Learn
      • (*this reflection will not be collected)
    • Pre-Reading: Probable Passage
      • www.wordle.net
    • During-Reading: Double-Entry Journal
      • Column 1
      • Problems
      • Reasons For
      • Opinion
      • Quote from Text
      • Notes
      • Observations
      • Words
      • Facts
      • Advantages
      • Column 2
      • Solutions
      • Reasons Against
      • Proof
      • Explain, Connect, Discuss
      • Interpretations
      • Inferences
      • Images
      • Feelings
      • Disadvantages
    • Post-Reading: Carousel Brainstorming
      • Each group begins with a particular color marker and a poster/piece of chart paper.
      • After a few minutes of collaborative response, rotate
      • Groups travel with their color marker and add to other posters on a rotation
      • Can be a pre-reading activity to activate background knowledge
      • Can be a post-reading/learning activity to synthesize
      • “ Through writing you can come to know your students—what they are thinking, learning, and not learning.”
      Kelly Gallagher, Teaching Adolescent Writers
    • Exit Slip
      • Give at least one specific example of a WTL activity and how you can use it in your classroom.
      • Rate your understanding of how to use WTL
      • “ I can use the writing break during longer lectures, like the one on persuasive devices. I feel like I talk a lot and want to give students a chance to process throughout the lecture.”