NORTH VIEW JUNIOR HIGH SEPTEMBER 21 ST -22 ND , 2010 JESSICA CROOKER – LITERACY COACH Write to Learn
Anchor Lines <ul><li>Choose a quote from any table </li></ul><ul><li>Write it at the top of your paper </li></ul><ul><li>N...
Learning Targets <ul><li>I can  explain the concept of “Write to Learn”—what it is, what it is not. </li></ul><ul><li>I ca...
Disclaimer     <ul><li>Staff Development Format: </li></ul><ul><li>IDEAL: Problem – Solution </li></ul><ul><li>NOT IDEAL:...
Why use Write to Learn activities? <ul><li>In order for learners to understand & remember ideas, they must  act upon them ...
Why use Write to Learn activities? <ul><li>To give students practice—writing skills atrophy when not used </li></ul><ul><l...
Writing & Intellectual Development <ul><li>Writing activities promote learning better than activities involving only study...
Revisiting what we know about WTL <ul><li>WTL typically takes no more than 5-10 minutes </li></ul><ul><li>Emphasis less on...
Examples of Write to Learn Activities <ul><li>Exit/Entrance Slips* </li></ul><ul><li>Writing Break* </li></ul><ul><li>Brai...
Writing Break <ul><li>How often does the average North View student write and/or read in a school day? </li></ul><ul><li>H...
Pre-Reading: Probable Passage  <ul><li>www.wordle.net </li></ul>
During-Reading: Double-Entry Journal <ul><li>Column 1 </li></ul><ul><li>Problems </li></ul><ul><li>Reasons For </li></ul><...
Post-Reading: Carousel Brainstorming <ul><li>Each group begins with a particular color marker and a poster/piece of chart ...
<ul><li>“ Through writing you can come to know your students—what they are thinking, learning, and not learning.” </li></u...
Exit Slip <ul><li>Give at least one specific example of a WTL activity and how you can use it in your classroom. </li></ul...
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Write to Learn

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Transcript of "Write to Learn"

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

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