Using WritingEffectively inSecond-YearExperienceCourses                 Julie Staggers                 Ed Nagelhout     1
Why Use Writing?What Do We HaveThem Write?How Do We AvoidOVER . . .?                   2
So,      3
So, the first question is . . .                                  4
Why use student writing?                           5
Some might argue for using writing . . .                                           6
by referring to Bloom’s Taxonomy                                   7
by referring to Bloom’s Taxonomy                                   8
Some might argue for using writing . . .                                           9
to meet the needs of Learning 2.0                                    10
to meet the needs of Learning 2.0                                    11
Ultimately . . .                   12
you need to use writing to meet yourgoals as a teacher:                                       13
to promote active learning                             14
to stimulate participation and discussion                                       15
to discoverwhat students arethinking and learning                        16
to createopportunitiesfor teacher /student andstudent /studentdialogue                17
to give everyone a stake in the class                                        18
to provide bothformative (process)andsummative (product)assessments                      19
More importantly . . .                         20
you need to use writing to help studentsmeet their learning goals:                                           21
to communicate information                             22
toclarifythinking           23
to learn new conceptsand information                        24
to try outnew ideas             and             alternative             strategies                           25
to reflect on their learning                           26
to thinkmetacognitivelyand personallyabout theirlearning                  27
to discover what theyknow and whattheydontknow                        28
Activity 1• List your teaching  goals• List your course  outcomes• Share                       29
Next question…           What counts as writing?            or maybe…           What do we have them write?               ...
SYE HallmarksWriting    Critical thinking skills           Communication skillsto Learn   20+ pages writing   vsLearningto...
writing to learn                             short                             impromptu                             infor...
knowledge probe                    5 minutes                    beginning of classsummarize a text define key terms  raise...
synthesis                        1 minute                        middle of class    What have they     learned from alectu...
minute paper                       5 minutes                       end of class        summarize,       evaluate, orask qu...
nutshelling                         1-2 minutes                         anytime 1-2 sentences aboutwhat they understand   ...
process description                         5 minutes                         after a task/activity Reflect on steps theyu...
concept maps                        5 minutes                        anytime  Explore concepts orproblems graphically.    ...
summarizing                        5 minutes                        anytimeTranslate specialized  information (like a  rea...
microthemes                        5-10 minutes                        anytimeInformally state anddevelop a thesis that  c...
opposing views                          5-10 minutes                          anytime  Reach a decision by  developing sid...
notes and letters                       5-10 minutes                       to clarify a concept    Exchange notes      exp...
cases and simulations                   variable                   to think criticallyApply principles to a real-world    ...
Effective write-to-learn assignments... Are short (3-15 minutes) Ask students to write a word, a sentence, question, or ...
The big question   How can you integrate writing   in a way that supports your goals   but is not burdensome?             ...
Activity 2-aDescribe Activity Blocksfor a 75-minute class  • Beginning of Class  • Middle of Class  • End of Class• Share ...
Activity 2-bSelect writing activities(from list) that seempromising for fillingactivity blockseffectively.• Share         ...
Break – 10 minutes                     48
Activity 3Connect ActivityBlocks, WritingActivities, and CourseOutcomes• Share                         49
More big questions…How can informal writing help you meet the 20+ page requirement?And also help you meet your teaching  g...
Activity 4• State your goals for using  writing as clearly and  concretely as possible.• Determine what writing  products ...
Managing the workload                        52
Checklist for managing the workload   Scaffold/sequence informal and formal writing   Build assignments and rubrics that...
Rubric is your best friend•   Reverse-engineer from    assignment objectives•   Check off the boxes,    leave some brief  ...
Good assignments gone bad…Instructor    For the short paper on a video, I wanted students to make    connections among the...
• .                                  You have to                                      evaluate every                      ...
Informal writing:Look for understanding,         not correctnessStrategies o Use warm-up exercise as a     quiz and collec...
Formal writing? Where does it go from here?Respond to work in process.Evaluate completed product.s.The rubric is your frie...
•   Provide samples    (not "models")•   Use peer review•   Require drafting    and revision•   Teach use of spell    chec...
Activity 5Plan writing activities thathelp you achieve yourlearning objectives ANDget you to 20 pages forthe semester w/oa...
Questions/Discussion                       61
Resources/Handouts OnlineCourse and workload management•    Addressing Writing in Your Syllabus•    Tips: First Day, Writi...
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Write to learn sye workshop january 15 2013

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  • Writing to Learnshort, impromptu or otherwise informal writing taskshelp students think through key concepts or ideas presented in a courseusually take less than 5 mins of class time may be brief, out-of-class assignmentshttps://morethanaminute.com/wp-content/uploads/2013/01/stopwatch.jpeg
  • Knowledge Probe: A five-minute writing task, usually performed at the beginning of class to determine what students know/don’t know/want to know about a topic. The writing, usually based on assigned readings, can help students summarize a text, define key terms, or raise questions for further discussionhttp://cdn-static.zdnet.com/i/story/30/40/091925/avatar-brain-sensor-epfl-1.jpg
  • Mid-Class Synthesis: Another short exercise that gets students to reflect on what they are learning from a particular classroom activity, from group work or lectures.vatar-brain-sensor-epfl-1.jpg
  • Minute Paper: A minute paper is an activity used at the end of a class period to summarize, evaluate, question the day’s activity.http://www.umanitoba.ca/virtuallearningcommons/files/360/note_taking.jpg
  • Nutshelling: Have students write down, in a sentence or two, what they understand about a topic or question. Good for generating grist for class discussions.http://3.bp.blogspot.com/_RhmBRH9oYbM/SpuqD876STI/AAAAAAAAAU0/iQu49jaPniY/s320/nutshell400.jpg
  • Process Description: This activity, also called “how to” writing, asks students to reflect on the ways or steps they went through to solve a problem or develop an argument or position. Ask students to act as experts teaching a process to a novice for example.http://www.slidegeeks.com/pics/dgm/l/p/ppt_linear_process_flow_powerpoint_template_5_stages_style1_templates_1.jpg
  • Concept Maps: You can have students explore problems graphically, using webs, Venn diagrams or any other visual representation of a concept or problem.http://maggiecakes.files.wordpress.com/2012/06/venn-diagram.jpghttp://www.slidegeeks.com/pics/dgm/l/p/ppt_linear_process_flow_powerpoint_template_5_stages_style1_templates_1.jpg
  • Summarizing: You can ask students to translate specialized information, e.g., a reading assignment, into their own, more colloquial language.http://www.caribexams.org/files/u1/summary_img.gifhttp://www.slidegeeks.com/pics/dgm/l/p/ppt_linear_process_flow_powerpoint_template_5_stages_style1_templates_1.jpg
  • Microthemes: These are brief comparisons of ideas or concepts. Similar to short answer questions on exams, you can ask students to informally state and develop a thesis.http://www.ereadingworksheets.com/wp-content/uploads/2011/01/compare-and-contrast-text-structure-graphic-organizer1.jpghttp://www.caribexams.org/files/u1/summary_img.gifhttp://www.slidegeeks.com/pics/dgm/l/p/ppt_linear_process_flow_powerpoint_template_5_stages_style1_templates_1.jpg
  • Opposing Views: Asks students to make decisions about an issue by developing side-by-side lists or arguments. While you can frame this as a pro/con activity, it is helpful to urge students to explore the gray areas of issues.http://1.bp.blogspot.com/-1GCHfgDESLI/Tr2WcwMbZQI/AAAAAAAAANM/qeX4KFsiJfc/s1600/091123123740-arguing_couple.jpghttp://www.caribexams.org/files/u1/summary_img.gifhttp://www.slidegeeks.com/pics/dgm/l/p/ppt_linear_process_flow_powerpoint_template_5_stages_style1_templates_1.jpg
  • Notes and letters: A good collaborative activity, you can have pairs or groups of students write notes to one another explaining or summarizing a concept as well as any problems or questions they had. The students then trade responses to the notes.
  • Cases and Simulations: Giving students a real-world based problem and asking them to apply whatever principles you expect them to understand is an effective way to get students to engage their critical thinking skills.
  • Write to learn sye workshop january 15 2013

    1. 1. Using WritingEffectively inSecond-YearExperienceCourses Julie Staggers Ed Nagelhout 1
    2. 2. Why Use Writing?What Do We HaveThem Write?How Do We AvoidOVER . . .? 2
    3. 3. So, 3
    4. 4. So, the first question is . . . 4
    5. 5. Why use student writing? 5
    6. 6. Some might argue for using writing . . . 6
    7. 7. by referring to Bloom’s Taxonomy 7
    8. 8. by referring to Bloom’s Taxonomy 8
    9. 9. Some might argue for using writing . . . 9
    10. 10. to meet the needs of Learning 2.0 10
    11. 11. to meet the needs of Learning 2.0 11
    12. 12. Ultimately . . . 12
    13. 13. you need to use writing to meet yourgoals as a teacher: 13
    14. 14. to promote active learning 14
    15. 15. to stimulate participation and discussion 15
    16. 16. to discoverwhat students arethinking and learning 16
    17. 17. to createopportunitiesfor teacher /student andstudent /studentdialogue 17
    18. 18. to give everyone a stake in the class 18
    19. 19. to provide bothformative (process)andsummative (product)assessments 19
    20. 20. More importantly . . . 20
    21. 21. you need to use writing to help studentsmeet their learning goals: 21
    22. 22. to communicate information 22
    23. 23. toclarifythinking 23
    24. 24. to learn new conceptsand information 24
    25. 25. to try outnew ideas and alternative strategies 25
    26. 26. to reflect on their learning 26
    27. 27. to thinkmetacognitivelyand personallyabout theirlearning 27
    28. 28. to discover what theyknow and whattheydontknow 28
    29. 29. Activity 1• List your teaching goals• List your course outcomes• Share 29
    30. 30. Next question… What counts as writing? or maybe… What do we have them write? 30
    31. 31. SYE HallmarksWriting Critical thinking skills Communication skillsto Learn 20+ pages writing vsLearningto Write 31
    32. 32. writing to learn short impromptu informalthink through key concepts 32
    33. 33. knowledge probe 5 minutes beginning of classsummarize a text define key terms raise questions 33
    34. 34. synthesis 1 minute middle of class What have they learned from alecture, group work or activity? 34
    35. 35. minute paper 5 minutes end of class summarize, evaluate, orask questions about day’s activity 35
    36. 36. nutshelling 1-2 minutes anytime 1-2 sentences aboutwhat they understand about a topic or question. Great for starting class discussions! 36
    37. 37. process description 5 minutes after a task/activity Reflect on steps theyused to solve problemor develop a position. 37
    38. 38. concept maps 5 minutes anytime Explore concepts orproblems graphically. 38
    39. 39. summarizing 5 minutes anytimeTranslate specialized information (like a reading) into theirown, more colloquial language. 39
    40. 40. microthemes 5-10 minutes anytimeInformally state anddevelop a thesis that compares ideas or concepts. 40
    41. 41. opposing views 5-10 minutes anytime Reach a decision by developing side-by- side lists or arguments. Push past pro-coninto the gray areas in between. 41
    42. 42. notes and letters 5-10 minutes to clarify a concept Exchange notes explaining or summarizing aconcept and raising questions about it. Respond to each other. 42
    43. 43. cases and simulations variable to think criticallyApply principles to a real-world problem. 43
    44. 44. Effective write-to-learn assignments... Are short (3-15 minutes) Ask students to write a word, a sentence, question, or a paragraph or two Are integrated (explicitly) into class content, objectives, and activity, and, are optimally, utilized in subsequent writing projects Elicit multiple responses Where appropriate, receive some content-focused (versus mechanics-focused) response Arent formally graded, but count toward a portion of the grade 44
    45. 45. The big question How can you integrate writing in a way that supports your goals but is not burdensome? 45
    46. 46. Activity 2-aDescribe Activity Blocksfor a 75-minute class • Beginning of Class • Middle of Class • End of Class• Share 46
    47. 47. Activity 2-bSelect writing activities(from list) that seempromising for fillingactivity blockseffectively.• Share 47
    48. 48. Break – 10 minutes 48
    49. 49. Activity 3Connect ActivityBlocks, WritingActivities, and CourseOutcomes• Share 49
    50. 50. More big questions…How can informal writing help you meet the 20+ page requirement?And also help you meet your teaching goals/course outcomes? 50
    51. 51. Activity 4• State your goals for using writing as clearly and concretely as possible.• Determine what writing products will meet these goals and fit your teaching style/preferences.• Determine what constitutes 20 Pages 51
    52. 52. Managing the workload 52
    53. 53. Checklist for managing the workload Scaffold/sequence informal and formal writing Build assignments and rubrics that reduce your workload Separate responding from evaluating Respond in process Don’t get caught in the copy-editing trap Grade efficiently 53
    54. 54. Rubric is your best friend• Reverse-engineer from assignment objectives• Check off the boxes, leave some brief commentary about strengths, weaknesses, most important thing to focus on in next paper• Egg-timer: 10 minutes per paper 54
    55. 55. Good assignments gone bad…Instructor For the short paper on a video, I wanted students to make connections among the archeologist’s questions, the methods used to get answers, and principles from their reading.Student This assignment was like writing a high-school movie review. I wanted to give my own personal understanding about the video, so I was going to write a narrative. 55
    56. 56. • . You have to evaluate every piece of writing they do Requiring 2 drafts of an essay doubles your work You have to mark ALL grammar and spelling errors More response isYou have to READ better Writing intensiveeverything they means 3-5write separate, unrelated assignments 56
    57. 57. Informal writing:Look for understanding, not correctnessStrategies o Use warm-up exercise as a quiz and collect occasionally, comment on grasp of a reading or concept o Have them share with a couple of partners o Pick up randomly from 10 students daily o Have them post to WebCampus discussion board 57
    58. 58. Formal writing? Where does it go from here?Respond to work in process.Evaluate completed product.s.The rubric is your friend. 58
    59. 59. • Provide samples (not "models")• Use peer review• Require drafting and revision• Teach use of spell check/grammar check• Return documents if they’re too difficult to read Don’t become the Copy Editor 59
    60. 60. Activity 5Plan writing activities thathelp you achieve yourlearning objectives ANDget you to 20 pages forthe semester w/oassigning a 20-pageresearch paper or killingyourself.• Share 60
    61. 61. Questions/Discussion 61
    62. 62. Resources/Handouts OnlineCourse and workload management• Addressing Writing in Your Syllabus• Tips: First Day, Writing Assignments, Feedback• Handling the Paper LoadSupporting critical thinking• Writing Activities for Thinking and Learning• Helping Students Make Connections• Getting Students to Think• More Writing to Learn Assignment IdeasAssignment Development• Effective Assignments• Examples of Course Assignment Sequences in Various DisciplinesResearch Papers• Writing and Research• The Successful Research Assignment 62

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