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Write to Learn
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Write to Learn






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Write to Learn Write to Learn Presentation Transcript

  • 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.
    View slide
  • 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
    View slide
  • 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.”