4 writing v2
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Consider and identify what is involved in the FS writing. Explain why it’s necessary to ‘tune-in’ to the FS writing. Identify strategies you can feasibly use in your own training to build and support writing skill development. Presented by Chemène Sinson, Ann Leske and Allison Miller
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4 writing v2
- 1. Webinar 4: Writing Welcome! Make sure: • you can hear us and • we can hear you then Mute your microphone While waiting to begin… 1. Test your system Facilitators: From LLNandVET meeting place: • Ann Leske • Chemène Sinson From Vanguard Visions: • Allison Miller 2. Introduce yourself Type into chat box (bottom left corner of screen) Tell us: who you are – where you work – what you do – contact info (optional) – other (?) 1
- 2. Phone 02 8417 2487 Enter Code 966 6792 # Technical problems? 2
- 3. Using anymeeting We’re recording! Mute or unmute your mic Mic etiquette • Keep mic muted • If you want to speak, type in chat box: “may I speak?” or equivalent Type messages and questions here Everyone sees all messages Camera off, please 3
- 4. Allison Miller Technology Just so you know who we are… Ann Leske LLN Chemène Sinson VET 4
- 5. Consider and identify what is involved in the FS writing Explain why it’s necessary to ‘tune-in’ to the FS writing Identify at least one strategy you can feasibly use in your own training to build and support writing skill development. Webinar 4 objectives 5
- 6. Webinar 4 agenda 6 What Why How10:30 – 11:45am AEDT
- 7. Topic 1: What is ‘writing’? 7 Activity What comes to mind when you think about writing?
- 8. Topic 1: What is writing ? 8 Handwriting vs keyboard Awareness of audience, purpose Drafting and Editing Punctuation and grammar Activity What comes to mind when you think about writing?
- 9. What does ‘writing’ involve? 9 Writing fundamentals Specialised writing knowledge Motivation to create a text ACSF Performance Indicators: .05Audience, purpose and meaning-making .06The mechanics of writing Writing strategies
- 10. Topic 2: Why ‘tune in’ to writing? 10 Activity Learners may experience one or more challenges with writing. What stands out to you? (First 1 – 2 thoughts)
- 11. Activity Learners may experience one or more challenges with writing. What stands out to you? Topic 2: Why ‘tune in’ to writing? Writing lacks sequencing Uncertainty about text sections Limited relevant language Spelling intimidation 11
- 12. Topic 2: Why ‘tune in’ to writing? Common challenges Lack of background knowledge Unfamiliar vocabulary Unfamiliarity with text layout/text type Missing the nuance of the writing required Writing lacks sequencing and cohesiveness Missing the main point 12
- 13. Activity Complete this sentence: For a specific writing text, I like to help learners get started by … (1 – 2 strategies) Topic 3: How can we build writing skills? 13
- 14. Part 1 – teaching tips Part 2 – use technology to build writing skills © 2015 LLNandVET meeting place & Vanguard Visions 14 How can we build writing skills? we’ll cover…
- 15. Get started building foundation skills—a checklist Prepare Be aware of the learners’ needs Be aware of the task demand Check Ask learners what they know about the skill Deliver Outline the session structure Expose how the foundation skill relates to the task Name the key purpose or skill Explain why the skill will be relevant Explain what the skill links to Use the ACSF/CSfW language. 15 Covered in multiple webinars
- 16. How can we build writing skills? Prepare to write: Clarify the purpose of the writing task Discuss who the writing is intended for – the audience - who will be reading it? Check for, or provide activities to background knowledge Point out the features of the text type Ask and respond to ‘What do you know about…’ questions 16
- 17. How can we build writing skills? 17 Why is the subject relevant? How are procedural steps written?
- 18. How can we build writing skills? Develop an outline or plan Example1 1. Title 2. Introduction 3. First point Example 2 1. Heading 2. Sub heading 3. Introduction 4. List of steps Fine tune the structure 18
- 19. How can we build writing skills? Teach the drafting process— plan, draft, edit, review Provide planning templates Teach editing strategies 19 Art of writing lies with the skill of re-drafting
- 20. How can we build writing skills? Teach how to write paragraphs Option 1 – teach it yourself 20 Option 2 – Provide or show a YouTube video about writing paragraphs Argument or main point Main information Supporting detail Line of reasoning (idea, opinion, theory, topic sentence) Main examples, types of evidence to support line of reasoning Lesser facts, statistics, dates, examples that support line of reasoning Items selected for column 2 and 3 should help to make the same point
- 21. How can we build writing skills? 21 QCALTutorTips Learning toWrite Argumentative Essays http://tinyurl.com/nwgfq3m
- 22. How can we build writing skills? 22
- 23. How can we build writing skills? QCALTutorTip Documentation Skills in AgedCare: Progress Notes http://www.qcal.org.au/archive/images/tip2011_06.pdf Details matter
- 24. How can we use technology? 24
- 25. Why use digital technology to support writing? Writing Online Audience changes from one to one to one to many Becomes more real and applied Offers collaborative, social and collective learning opportunities Enables ongoing connection to the learner for support 25
- 26. Which technologies build writing skills? 26 Technology functionality Writing task Tools / Sites Discussion forums Debates Sharing researched information Introductions Problem solving Scenarios/role playing Learning management system (LMS) Google groups Social media sites Blog (micro-blogs) or online journals Work log Journals (reflection) Critical analysis / reviews Portfolio of work WordPress Blogger Twitter Tumblr Instant messaging or text chat Sharing ideas/links Asking questions Todays Meet Chat in LMS /Webinar room/ Social media sites Social Media sites Peer reviews Answers questions (See discussion forums) Facebook LinkedIn Google+ Collaborative writing spaces Any writing task Google Docs (in Google Drive) Wikis Others?
- 27. Webinar 4 agenda 27 What Why How10:30 – 11:45 am AEDT
- 28. Consider and identify what is involved in the FS writing Explain why it’s necessary to ‘tune-in’ to the FS writing Identify at least one strategy you can feasibly use in your own training to build and support writing skill development. Webinar 4 objectives 28
- 29. Did you meet your personal target? Reflection 29 What will you take from here?
- 30. More info Next webinar: Oral Communication 12:30 – 1:45 pm AEDT, today Contact us 30 vanguardvisions.com.au llnandvetmeetingplace.wordpress.com Chemène Ann Allison
- 32. BBC Skillswise Precision Consultancy – examples of writing texts and writing activities across ACSF levels QCALTutorTips – mixed FS targeted strategies NationalCentre of Literacy and Numeracy for Adults - TeachingAdults toWrite with understanding What works for LLN videos TAFE OTEN Improving Spelling Skills online Resources
- 33. Resources If you aren’t sure what foundations skills underpin the workplace training your learners are preparing for… Check out Foundation skills within workplace roles N.B. The NZ Workbase descriptions of each foundation skill are very detailed If you are looking for foundation skills delivery practice examples (Australian context)… Check out Why/how to integrate foundation skills into VET e.g. the four NFSS delivery practice examples - delivery model videos 33
- 34. Webinar series:TeachingTips to build your learners’ foundation skills by LLN andVET Meeting Place andVanguardVisions is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at https://llnandvetmeetingplace.wordpress.com. 34 All images used in this presentation were created by us or accessed via Creative Commons license All photos were accessed from http://www.freeimages.com/
Editor's Notes
- Go through items on slide. Mention: for most of webinar intent is to remain muted. If we invite speaking, etiquette: Keep it short and concise Speak only if contribution or query is beneficial to all. If you have a query relevant to your own situation, please type in chat box.
- Show this slide after getting ideas from participants.
- Writing involves a combination of big picture strategies (knowing the purpose and audience, and text features) and ‘mechanics’ (spelling, punctuation and grammar, handwriting may also be relevant). A writer needs to know the text type to know how to shape the language for the intended audience, purpose and context A writing task can be more complex than an initial glance reveals. EG A task to Describe how to perform mouth to mouth resuscitation may seem straightforward – this requires knowledge of the text features of a procedure – including sequenced steps, the language used including the use of verbs. Planning, composing, revising and editing are also integral to the writing process. Intrinsic and extrinsic motivation, writing apprehension Needless to say – a writer needs to be able to read (at east at the same level of writing capacity) Yes, it is possible to be a Level 5 or Proficient performer with Reading, but less capable with writing.
- Pose question (show on slide). Give time for participants to type responses in chat box Move to next slide (with our thoughts) when ready
- Show this slide after getting ideas from participants. Many learners believe they don’t spell very well – so put writing off. Spelling and writing are two different tasks. Writing is the activity of composing text for reading (publication ) Spelling is a tool used to write/read the words A good speller is not necessarily and good writer, and some of the est writiers are not good spellers
- Pose question (show on slide). Give time for participants to type responses in chat box. Move to next slide (with our thoughts) when ready
- Expose and be explicit about the foundation skill under the microscope – be explicit
- Discuss/reveal the layout features – where are headings important, what is the aim of each section, what language (register) is relevant or necessary, what detail is required?
- Organise your thinking – develop a plan Fine tune the structure – writing genres have unique structures. Provide models or examples to enable the learners to check if they are on track. More complex writing tasks can be broken into the different sections – examples and models for each also apply
- Where the writing allows – encourage drafting and review. Is there a more effective way of writing this, is there a better word? Note: There are workplace writing tasks that may not allow the time for this due to time limitations and some systemic recording systems have limited or no editing features. Make explicit the drafting process – plan, draft, edit, review – it can be challenging for novice, advanced and capable performers to critically review , notice editing glitches, or think of alternative ways to write the intended meaning. The art of writing is in the skill of redrafting – promote redrafting – effective writers re draft many times. Writing rarely flows out in its final form all at once. May need to provide planning templates May need to teach editing strategies, use of (and traps of) specific technology (eg spell check)
- Some learners may need specific skill development, or ‘how to do it’ resources to access. It may be difficult to foresee all their needs. It may be necessary to: Develop, practice, or explain specific punctuation types (use of : and ; - what’s the difference? Colons introduce explanatory information or information that is a restatement of the information preceding the colon, or can be used to indicate that a list, summary or quotation is about to follow; semi-colons introduce additional or contrary information, or separate two sentences that are closely linked. ) Raise awareness of the impact punctuation has on meaning A fundamental skill (commences at ACSF level 2) and less understood writing skill is writing a paragraph – always worth reviewing/revealing/providing explicit contextual examples – applies in many contexts Strategies, useful words to link paragraphs together / sequencing - also helpful
- Targeted resources are helpful Justifying, explain, describing, outlining, reporting are common writing requirements. This is a small section of a resource provided to novice researchers preparing to write. The first step is - look for these aspects The next step is – explore the use of these words to make your meaning clear
- Make the nuance of the required writing highly visible. What makes the significant difference between the writing hitting or not hitting the target? As writing tasks become more specific or complex the essence of the writing to match the intent becomes more relevant and may not be achieved with a focus on the structure alone. There are invisible nuances of each text type that make a significant difference to the meaning, or how the writing is interpreted. Yes, context is relevant, so too are: register selected, language used, detail provided. Eg Two managers can write an email to staff requesting their commitment and time to additional workplace demands. Each email can state the when where and why – but one will be more effective in creating positive employee response – why is that? Point out what will make the difference - what is that should be stated and how? What are the necessary characteristics of effective writing in the context?
- Where individuals are concerned – the details matter. Especially in workplaces where someone else relies on the information to continue where you left off – or where compliance, or safety is a quality assurance issue. The specific details are contextually relevant, and key point or specific expectations must be revealed – keep the writer on track, and the reader sufficnetly informed. Writing patient observation notes (Health care), client observation notes (in Aged Care, Community services), daily observations of children (Child care), Personal Trainee notes (Personal Training)
- Allison to add notes
- Allison Writing online offers many advantages over just using a word processor to write: Audience changes from one to one to one to many Becomes more real and applied Offers collaborative, social and collective learning opportunities Enables ongoing connection to the learner for support
- Allison
- Participants identify: Most useful info or ideas gained Questions they still have. If few participants: invite participants to speak and share key learning (or type into chat box).
- Confirm time of next webinar Reminders: They will need to log on using separate link for the next webinar. Please check emails and sign into the correct one. Invite people to contact us if they have more questions or want more information. Let them know they’ll receive copies of the Ppt slides, and the slides have extra reading and references.