We are going to use a conversation strategy – now often conversation strategies are between two students or between the teacher and the student but we are going to take advantage of the collaborative nature of the technology available to us and use a tool called Today’s Meet to BackChannel – that is carry on a discussion while information is being presented. This is the link that we will use this morning and you may want to keep it open in a browser tab as we may return to it to continue the discussion. Define backchannel – why backchannel….
OK – I am going to show a number of slides with lots of print for you to read. Your role is to respond to them using the guiding question if you want or stating other ideas, observations or opinions. Show the two slides and provide the guiding question to stimulate the conversation.
Sometimes it might be easier to complete these activities using pen and paper – but it all depends how you start with the tech in your classroom – these are not activities that involve going to the computer lab – rather they are activities that require students to be able to immediately lay their hands on a tool that will complete the task. As we work our way through the morning – consider how you can make this happen in your classroom. It will be easy if you are a one-to-one school but you can facilitate many of these activities by allowing your students to bring their own device to the classroom. If this is the case you may need to consider what kinds of tools/apps your students will need to have on their devices. If they are using a tablet or laptop they will be able to use online tools – if they have a phone without a plan they will need to have stand-alone apps. They need to be aware of your requirements/expectations. While this workshop will focus on Word because it is the most prevalent tool available to our students I will try to point out other options as well.
because we are going to be using Word for many of our activities I want to make sure that we are all at the same place in our understanding of the application – although those that want to use another word processing program are free to do so….(Pages, Google Docs)recreate the page displayed – do your own but work together (many changes in Word 2007 and 2012 – maybe not all are familiar with the ‘ribbon’ or toolbars – demonstrate
Bibliography vs Works Cited
Writing to Learn Using Technology
Learning intentions1. Provide some clarity about writing to learn2. Use a variety of tools to discover and experience some writing to learn strategies3. Introduce some online and iOS options to use for writing strategies4. Informally introduce the concept of BYOD as a way of enabling ubiquitous access to technology
http://todaysmeet.com/writingtolearnGuiding Question: How isWriting to Learn different fromother kinds of writing we askstudents to do?
Guidelines1. State your idea, opinion, question, or case2. Respond the ideas, opinions and questions of others3. Be kind, be respectful
Writing to LearnThere are two broad terms used to describe cross-curricula writing: writing-to-learn and learning towrite. Writing to learn activities are designed more for meta-cognitive effect ie for students to record their ideas, reflect upon their learning and grapple with unfamiliar content. The goal is for them to learn more deeply. Learning to write activities result in more polished products. These must show content area learning plus competency in a particular writing form. While all subject area teachers are required to teach students how to write specific forms of writing and use subject specific vocabulary, it is the responsibility of the teachers of English to instruct students in the mechanics of the English language. Slide courtesy, Lisa Gilby
Writing to Learn» Writing-to-learn activities, which are generally short stints of writing, can switch students’ brains from off to on.» It is necessary to have students write in order for them to deepen their own learning. It assists them to reflect on their learning, which is linked to increased understanding, and supports their increasingly sophisticated use of specific vocabulary. Slide courtesy, Lisa Gilby
Writing to Learn» In order to make the writing process an important component of learning in any class, we must first make sure that our students are comfortable with it.» Low risk, engaging writing must precede higher risk, intellectually rigorous writing. Slide courtesy, Lisa Gilby
Types of WritingWriting to learn (low stakes) Published writing (high stakes)Short SubstantialSpontaneous PlannedInformal ConventionalExploratory AuthoritativePersonal Audience centredOne draft DraftedUnedited EditedUngraded Assessable
When to Use Write to Learn ActivitiesAt the beginning of a lesson: ˃ Activates prior knowledge ˃ Activates further thinking ˃ Supports setting class and individual goals 20%Along the way: Learning Framework ˃ Stop and collect thoughts ˃ Sort out ideas 60% ˃ Notice and record thinking ˃ To ensure everyone is on task and thinking ˃ Review and re-adjust goals ˃ Get ready to move aheadLater ˃ Synthesise learning ˃ Connect with others 20% ˃ Compare notes ˃ Reflect on learning
Writing to Learn Activities Writing-to- learn Graphic Reflective CreativeListing Note-taking Organisers Writing writing Entrance and Cornell notes exit slips RAFT ABC Venn diagrams Combination Think, Write, ‘I am poems’Top 10 Tree charts notes Pair/share Top 3 Flow charts Bio poems Outlines 4 square Cycle diagrams Recasting the reflection text Most important word and symbol Processing your process Source – Peery, Writing Matters in Every Classroom, 2009
Content Area Writing Public Writing Short WritingQuick Writes Going Deeper Writing Process ProjectsWriting Break Written People Research Conversation Exit Slip Faction Write-around Admit Slip RAFT CarouselBrainstorming Brainstorming Brochure Drawing Double-entry Newspaper Clustering Journal Web Page Mapping Nonstop Writing KWL Teacher-student Correspondence Source - Daniels, Zemelman and Steineke, Content-Area Writing, 2007
Using WordThings to review with students prior to usingtechnology… for writing or other purposes.1. Create a file folder or directory (Windows, GoogleDocs, iPad) – create a ‘learning log’ of their work.2. Naming protocols (how do you want your students to save their work3. How to find their work once it has been saved.
Fake text - http://www.lipsum.com/Task: Recreate this Word document
ListingListing activities are excellent to use during prewriting, andare also effective to use as stand-alone, writing-to-learntasks. (Peery, p59)Create a numbered list of the top 10 ways that you usewriting to think.When you are finished verbally share your list with yourtable mates.
List Options» Word – Home Numbered lists OR» Apps ˃Remember the Milk» Online ˃Listigator - http://www.listigator.com/index
Double Entry Journal AKA Cornell NotesThis note taking format allows students to to do twokinds of thinking by recording ideas side-by-side in twocolumns on their paper.In the left-hand column go notes that outlineinformation as students read, take in a lecture orotherwise take in information in some way.The right-hand column is used to respond to or reflecton the information in some way. (Daniels, Zemelman,Steineke, P85)
Double Entry Journal Examples» Computations » Explanation of thinking» Problem » Solution» Reasons for » Reasons against» Opinion » Proof» Quote from text » Personal connections» Quote from text » Discussion questions» Words » Images» Facts » Feelings» Notes » Interpretations (Daniels, Zemelman, Steineke, P85)
Create a Double Entry JournalUse the table (Insert – Table) feature in Word tocreate a 2 column and 6 – 10 row table.Use the reading provided and student examples frombit.ly/wkiPW5 to complete the chart.
Drawing and Illustrating» Students make quick drawings, sketches, or diagrams to illustrate ideas, events, science experiments, real world situations involving math problems, and so on, in order to help themselves and others understand something they are trying to learn. (Daniels, Zemelman, Steineke, P48)
MappingMapping asks students to arrange groups of ideasvisually and to show relationships among them.Maps allow students to represent thinking thatinvolves multiple, simultaneous associations ratherthan just linear steps. Maps help us organize,consolidate, and digest knowledge. (Daniels, Zemelman, Steineke, P60)
Drawing, Illustrating and MappingUsing the information presented at the beginning ofthe presentation and the two readings provided doone of the following» Create a diagram or illustration OR» Make a mind map…to illustrate your understanding of Writing to Learn.
Tool and App Options» Word Insert SmartArt» iOS apps ˃Sketchbook Pro ˃Show Me ˃Popplet» Online ˃Bubbl.us - https://bubbl.us/ ˃Mindmeister - http://www.mindmeister.com/
Written Conversations…sometimes called dialogue journals providestudents a chance to write notes to each otherabout what they are learning.Two kinds of written conversations» Live (here and now) e.g. Today’s Meet» Take-away (over time) (Daniels, Zemelman, Steineke, p69)
Writing Break – Quick Write» If you have used writing activities with your students describe one effective activity and why it is beneficial to you and your students.» If you have not used writing with your students describe how you might use one of the strategies mentioned today and how it might be beneficial to you and your students.
EditingYou, the teacher, serve as the final proof-readerand mark each student’s paper. You then return allof the papers a day or two before the final draft isdue, and students use your marks as guidance inpreparing their published copies. Peery, p95
Editing using the Review tool bar in WordGo tohttp://lskywriting.wikispaces.com/PublishingDownload the student writing example. Open it in Wordand using the review tool, make comments and editingsuggestions.Teacher and student editing - Common ProofreadingSymbols (referenced in Peery, p.95)http://www.ccc.commnet.edu/writing/symbols.htm
Citing and Referencing using the References Tool in WordUsing the References tool create a Works Cited list andinsert 2 – 3 parenthetical citations. Include a WorksCited list at the end of the document.
Exit SlipTo implement exit slips, all you have to do is rememberto stop whatever you doing toward the end of theperiod. (Daniels, Zemelman, Steineke, P35)Provide students with an email address or ask them torespond in the LMS e.g. Edmodo and the offer a simple,opened prompt.Email firstname.lastname@example.org your response to thequestion, “What did you learn today?”
Sources» Gilby, Lisa. Writing To Learn PD for Staff, March 17, 2012, http://www.slideshare.net/LisaGilby/writing-to-learn-pd-for-staff» Chapter 4: Writing to Learn Mathematics: Glencoe Mathematics Professional Series http://moodle.escco.org/file.php/1/MATH/Ch4_ReadingWritingMathClass .pdf» Peery, A. (2009), Writing Matters in Every Classroom: Englewood, Live and Learn Press.» Daniels, H., Zemelman, S., Steineke, N. (2007). Content Area Writing: Portsmouth, Heinemann.» Writing to Learn, Distilled, http://www.greencastle.k12.pa.us/LinkClick.aspx?fileticket=bz6XkE2oxuA %3D» Kuropatwa, D. (2006) Scribe Post Hall of Fame. http://thescribepost.pbworks.com/w/page/22148105/HallOfFame