This document provides an overview of incorporating more reading and writing across curriculum (WAC) in already full class periods. It discusses the benefits of WAC for student learning and outlines three levels of classroom writing: 1) writing to learn through informal notes and brainstorming; 2) writing to demonstrate knowledge through short assignments; and 3) formal writing projects. The document gives examples for each level and provides tips for assessing student writing through rubrics, checklists, and holistic scoring to give feedback efficiently. The goal is to include more daily writing practice to help students succeed on standardized tests.
1) The document discusses developing the key competence of learning to study, which involves acquiring knowledge and skills to organize one's own learning.
2) It describes the six steps of the learning framework - evocation, understanding meaning, reflection, and extension - to help students monitor and improve their learning.
3) Implementing tasks related to each step, like getting involved, processing information, communicating ideas, and applying knowledge, helps students develop specific skills and transform learning into authentic behaviors.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
The document outlines an 18-day unit plan for teaching students to write informational texts. Each day focuses on a different skill: collecting topics of expertise, choosing topics and proving expertise, learning chapter structures, drafting chapters, crafting introductions and conclusions, and creating tables of contents. The lessons incorporate modeling, close reading mentor texts, drafting practice, and providing feedback to help students learn to write effective informational chapters on a self-selected topic.
English: Introduction to study skills (Complete Intro)Muhammad Qasim
This paper will enable us to have a complete introduction of Study Skills. Many other topics have been included which will enlighten us about distance learning and its aids.
This document provides information on designing effective minilessons for reading workshops. It discusses the key components of minilessons including a 5-10 minute teacher-led focus on a specific teaching point using read-alouds and think-alouds. During the main part of the workshop, students engage in independent reading, guided reading, or literacy stations for 40 minutes while the teacher conducts conferences. Minilessons conclude with a 5-10 minute partner share or book club discussion to review the teaching point. The document offers templates and examples for structuring minilessons and suggests considering student examples, familiar texts, and other resources to determine teaching topics.
The document discusses study skills and provides an overview of various topics related to developing effective study habits. It defines study skills and highlights their importance for students and staff. It also identifies three major learning styles and explores study skills resources available at the college. Some key study skills covered include time management, note-taking, reading strategies, essay writing, memory techniques, and mind mapping.
This document provides guidance for tutors on how to effectively tutor student writers. It outlines ten commandments for tutoring that emphasize being positive, focusing on long-term writing skills rather than just one paper, and teaching students rather than doing the writing for them. It also gives examples of specific techniques tutors can use, such as having students assess their own writing, use outlines, develop topic sentences, and find thesis statements. Throughout, it stresses the importance of getting students to do their own writing and thinking during sessions.
1) The document discusses developing the key competence of learning to study, which involves acquiring knowledge and skills to organize one's own learning.
2) It describes the six steps of the learning framework - evocation, understanding meaning, reflection, and extension - to help students monitor and improve their learning.
3) Implementing tasks related to each step, like getting involved, processing information, communicating ideas, and applying knowledge, helps students develop specific skills and transform learning into authentic behaviors.
Writing Assignments in Large Lecture ClassesOscarfuzz
The document provides guidance on creating effective writing assignments for large enrollment classes. It discusses strategies for developing low, middle, and high stakes assignments aligned with specific learning goals. Low stakes assignments include brief, ungraded writing to assess comprehension, while high stakes assignments are formal graded papers. The document offers examples of different assignment types and considerations for constructing clear prompts, assessing student writing, and providing feedback. Overall, the document aims to help instructors design writing assignments that effectively engage students and further learning objectives for large courses.
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
The document outlines an 18-day unit plan for teaching students to write informational texts. Each day focuses on a different skill: collecting topics of expertise, choosing topics and proving expertise, learning chapter structures, drafting chapters, crafting introductions and conclusions, and creating tables of contents. The lessons incorporate modeling, close reading mentor texts, drafting practice, and providing feedback to help students learn to write effective informational chapters on a self-selected topic.
English: Introduction to study skills (Complete Intro)Muhammad Qasim
This paper will enable us to have a complete introduction of Study Skills. Many other topics have been included which will enlighten us about distance learning and its aids.
This document provides information on designing effective minilessons for reading workshops. It discusses the key components of minilessons including a 5-10 minute teacher-led focus on a specific teaching point using read-alouds and think-alouds. During the main part of the workshop, students engage in independent reading, guided reading, or literacy stations for 40 minutes while the teacher conducts conferences. Minilessons conclude with a 5-10 minute partner share or book club discussion to review the teaching point. The document offers templates and examples for structuring minilessons and suggests considering student examples, familiar texts, and other resources to determine teaching topics.
The document discusses study skills and provides an overview of various topics related to developing effective study habits. It defines study skills and highlights their importance for students and staff. It also identifies three major learning styles and explores study skills resources available at the college. Some key study skills covered include time management, note-taking, reading strategies, essay writing, memory techniques, and mind mapping.
This document provides guidance for tutors on how to effectively tutor student writers. It outlines ten commandments for tutoring that emphasize being positive, focusing on long-term writing skills rather than just one paper, and teaching students rather than doing the writing for them. It also gives examples of specific techniques tutors can use, such as having students assess their own writing, use outlines, develop topic sentences, and find thesis statements. Throughout, it stresses the importance of getting students to do their own writing and thinking during sessions.
This document provides tips and strategies for students to develop effective study skills, become independent learners, manage their time, and prepare for and take exams. Some key points covered include developing a study timetable, prioritizing tasks, studying in sessions with breaks, using exam preparation techniques like making flashcards and practicing past papers, and managing stress on exam day by eating well and pacing yourself. The overall message is that being organized, focusing your time on important tasks, and using active study strategies are hallmarks of successful students.
The document provides guidance on effective study skills for college students. It recommends using the SQ3R method of survey, question, read, recite and review when studying from textbooks. Additional tips include making study guides, using flashcards, creating acronyms and acrostics to remember material, and forming study groups. Effective time management is also important, such as setting aside specific times each day to review notes in small increments.
This document outlines the syllabus for an Interpersonal Communication course. It provides information about the instructor, required textbook, course goals, assignments including exams, projects, and presentations. Expectations for attendance, participation, communication policies, and academic integrity are also detailed. The course aims to help students improve their interpersonal communication competencies through various assignments that apply communication concepts to everyday situations.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
The document provides tips for effective study skills and note-taking strategies. It recommends developing a study plan by writing down assignments, setting study times, and taking breaks. The best environment for studying has proper lighting and organization. When studying, one should focus on difficult material first, avoid procrastinating, and take breaks if concentration is lost. Effective note-taking involves attending class prepared, dating notes, including all information like charts and diagrams, and reviewing notes. The document also discusses different learning styles like visual, auditory, tactile, and kinesthetic and appropriate study methods for each style.
How to improve study skills in middle schoolLuciaApple123
The document discusses study skills necessary for middle school students to succeed. It notes common myths students believe, such as that luck or teacher favoritism determine grades, rather than effort. It recommends getting organized, using a planner, estimating assignment times, and breaking projects into steps. When studying, students should practice active learning techniques like highlighting and not just reread. They should find their productive study times, learn memorization techniques, and manage stress. Developing effective methods like flashcards, quizzing oneself, and summarizing are also suggested. The document stresses the importance of effective time management and targeting areas needing more study.
This document provides extensive advice on how to be a successful student. It emphasizes the importance of organization, such as creating a study schedule and keeping notes organized. Some key recommendations include planning study sessions in advance, studying in short intervals with breaks, focusing on understanding concepts rather than memorization, practicing questions to build skills, and getting enough sleep. It also provides tips for exam preparation like doing past papers, planning time usage during the exam, and managing stress on exam day. The overall message is that being a successful student requires self-discipline, organization, and a commitment to properly managing one's time and preparing in an structured way.
This presentation was designed for the Southern Nevada Writing Project and its purpose is to provide an exploration of a dialogical model of engaging students in the revision process through teacher response on written text.
Studying is necessary to succeed in college. The document outlines the basic rules for effective studying: study at the right time (40 hours per week), place (quiet, distraction-free), and under the right conditions (organized, prepared). Different classes require modifying strategies, such as using concept cards for sciences, annotating texts for humanities, and practicing problems for math. Following basic tips like taking notes and quizzing yourself can help students receive the grades they want through adequate preparation and study.
This document provides information on effective study skills. It discusses organizing one's time, taking good notes, creating mind maps, teaching others, finding ways to reinforce concepts, breaking up study time, asking questions while studying, and testing oneself. The top three study skills highlighted are time management, note-taking, and developing internal motivation. Effective study techniques include lecturing oneself, making concepts rhyme, and testing one's knowledge with flashcards or practice questions.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
- Responses to student writing should focus on the key elements and learning outcomes of the assignment rather than trying to address every issue.
- For longer assignments, focus feedback on higher-order concerns like organization and thesis before addressing minor errors.
- Use rubrics and next steps sections to provide clear and concise feedback and set expectations for future assignments.
- Balance critical feedback with praise to encourage students and avoid overwhelming them with comments.
This document discusses strategies for engaging students' brains in the classroom. It recommends allowing students to talk as much or more than the teacher to enhance learning and retention. Talking with partners or in small groups gives students opportunities to discuss and reteach concepts, which strengthens their understanding and memory of the material. Using techniques like turn-taking routines helps focus students' attention when the teacher is speaking and allows for productive student discussion at other times. Overall, the document emphasizes the importance of active participation through talking to fully engage students' brains in the learning process.
The document provides guidance on maintaining a learning diary or log. It explains that a learning diary is a personal record of an individual's work-based learning experiences, reflections, and skills development. It should not just describe what was done but also reflect on what was learned, how future experiences could be improved, and how new knowledge will be applied. The document offers examples of learning experiences to record and questions to consider when writing entries, such as discussing what went well or poorly and how the individual can develop. Regular, dated entries help identify learning patterns over time. Maintaining a learning diary with structured reflection can help facilitate positive changes in an individual's knowledge and skills.
The document provides tips and strategies for studying effectively and preparing for exams. It emphasizes creating a study plan to review materials in short sessions daily rather than cramming. On exams, it recommends pacing yourself, reading questions carefully, and using strategies like process of elimination, underlining key details, and checking your work. The document stresses managing anxiety by being prepared, visualizing positively, and taking deep breaths. It concludes by wishing students good luck on their exams.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
The document provides tips and techniques for effective exam revision including organizing your revision plan, preparing your notes, using different revision techniques, managing stress, and preparing for exam day. Some key points are:
1) Create a revision plan that schedules subjects, learning periods, breaks and targets times for meals, sleep, and recreation to stay on track.
2) Prepare your notes by rewriting, summarizing, and highlighting essential points. Test your recall using flashcards, quizzing others, and recording notes.
3) Effective revision techniques include reciting notes aloud, mapping concepts visually, associating memory hooks, and using short bursts of revision throughout the day.
4) Managing stress is important
10 tips for Incorporating Writing in to the Nursing Classroomrecummings
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
Teaching writing - Desarrollo de HabilidadesElaya Morales
The document provides guidance on teaching writing and developing writing skills in the classroom. It discusses 10 steps to planning a writing course, including ascertaining goals, deciding on theoretical principles, planning content, weighing elements, drawing up a syllabus, selecting materials, preparing activities and roles, choosing feedback methods, evaluating the course, and reflecting on the teacher's experience. It also provides examples of classroom activities and strategies to develop writing, such as using text-starts, fast-writing, dialogue journals, conference writing, and fluency activities. The overall document offers a comprehensive overview of how to structure and teach a writing course.
This document provides tips and strategies for students to develop effective study skills, become independent learners, manage their time, and prepare for and take exams. Some key points covered include developing a study timetable, prioritizing tasks, studying in sessions with breaks, using exam preparation techniques like making flashcards and practicing past papers, and managing stress on exam day by eating well and pacing yourself. The overall message is that being organized, focusing your time on important tasks, and using active study strategies are hallmarks of successful students.
The document provides guidance on effective study skills for college students. It recommends using the SQ3R method of survey, question, read, recite and review when studying from textbooks. Additional tips include making study guides, using flashcards, creating acronyms and acrostics to remember material, and forming study groups. Effective time management is also important, such as setting aside specific times each day to review notes in small increments.
This document outlines the syllabus for an Interpersonal Communication course. It provides information about the instructor, required textbook, course goals, assignments including exams, projects, and presentations. Expectations for attendance, participation, communication policies, and academic integrity are also detailed. The course aims to help students improve their interpersonal communication competencies through various assignments that apply communication concepts to everyday situations.
The document provides guidelines for effectively evaluating writing assignments, including clearly outlining the purpose and requirements of assignments, providing models and grading rubrics, and focusing feedback on key areas for improvement. Teachers should explain assignment goals, give detailed instructions and grading criteria, discuss sample papers, and limit comments to one or two most important issues to address per paper. Grading should balance evaluation of content and writing mechanics.
The document provides tips for effective study skills and note-taking strategies. It recommends developing a study plan by writing down assignments, setting study times, and taking breaks. The best environment for studying has proper lighting and organization. When studying, one should focus on difficult material first, avoid procrastinating, and take breaks if concentration is lost. Effective note-taking involves attending class prepared, dating notes, including all information like charts and diagrams, and reviewing notes. The document also discusses different learning styles like visual, auditory, tactile, and kinesthetic and appropriate study methods for each style.
How to improve study skills in middle schoolLuciaApple123
The document discusses study skills necessary for middle school students to succeed. It notes common myths students believe, such as that luck or teacher favoritism determine grades, rather than effort. It recommends getting organized, using a planner, estimating assignment times, and breaking projects into steps. When studying, students should practice active learning techniques like highlighting and not just reread. They should find their productive study times, learn memorization techniques, and manage stress. Developing effective methods like flashcards, quizzing oneself, and summarizing are also suggested. The document stresses the importance of effective time management and targeting areas needing more study.
This document provides extensive advice on how to be a successful student. It emphasizes the importance of organization, such as creating a study schedule and keeping notes organized. Some key recommendations include planning study sessions in advance, studying in short intervals with breaks, focusing on understanding concepts rather than memorization, practicing questions to build skills, and getting enough sleep. It also provides tips for exam preparation like doing past papers, planning time usage during the exam, and managing stress on exam day. The overall message is that being a successful student requires self-discipline, organization, and a commitment to properly managing one's time and preparing in an structured way.
This presentation was designed for the Southern Nevada Writing Project and its purpose is to provide an exploration of a dialogical model of engaging students in the revision process through teacher response on written text.
Studying is necessary to succeed in college. The document outlines the basic rules for effective studying: study at the right time (40 hours per week), place (quiet, distraction-free), and under the right conditions (organized, prepared). Different classes require modifying strategies, such as using concept cards for sciences, annotating texts for humanities, and practicing problems for math. Following basic tips like taking notes and quizzing yourself can help students receive the grades they want through adequate preparation and study.
This document provides information on effective study skills. It discusses organizing one's time, taking good notes, creating mind maps, teaching others, finding ways to reinforce concepts, breaking up study time, asking questions while studying, and testing oneself. The top three study skills highlighted are time management, note-taking, and developing internal motivation. Effective study techniques include lecturing oneself, making concepts rhyme, and testing one's knowledge with flashcards or practice questions.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
- Responses to student writing should focus on the key elements and learning outcomes of the assignment rather than trying to address every issue.
- For longer assignments, focus feedback on higher-order concerns like organization and thesis before addressing minor errors.
- Use rubrics and next steps sections to provide clear and concise feedback and set expectations for future assignments.
- Balance critical feedback with praise to encourage students and avoid overwhelming them with comments.
This document discusses strategies for engaging students' brains in the classroom. It recommends allowing students to talk as much or more than the teacher to enhance learning and retention. Talking with partners or in small groups gives students opportunities to discuss and reteach concepts, which strengthens their understanding and memory of the material. Using techniques like turn-taking routines helps focus students' attention when the teacher is speaking and allows for productive student discussion at other times. Overall, the document emphasizes the importance of active participation through talking to fully engage students' brains in the learning process.
The document provides guidance on maintaining a learning diary or log. It explains that a learning diary is a personal record of an individual's work-based learning experiences, reflections, and skills development. It should not just describe what was done but also reflect on what was learned, how future experiences could be improved, and how new knowledge will be applied. The document offers examples of learning experiences to record and questions to consider when writing entries, such as discussing what went well or poorly and how the individual can develop. Regular, dated entries help identify learning patterns over time. Maintaining a learning diary with structured reflection can help facilitate positive changes in an individual's knowledge and skills.
The document provides tips and strategies for studying effectively and preparing for exams. It emphasizes creating a study plan to review materials in short sessions daily rather than cramming. On exams, it recommends pacing yourself, reading questions carefully, and using strategies like process of elimination, underlining key details, and checking your work. The document stresses managing anxiety by being prepared, visualizing positively, and taking deep breaths. It concludes by wishing students good luck on their exams.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
The document provides tips and techniques for effective exam revision including organizing your revision plan, preparing your notes, using different revision techniques, managing stress, and preparing for exam day. Some key points are:
1) Create a revision plan that schedules subjects, learning periods, breaks and targets times for meals, sleep, and recreation to stay on track.
2) Prepare your notes by rewriting, summarizing, and highlighting essential points. Test your recall using flashcards, quizzing others, and recording notes.
3) Effective revision techniques include reciting notes aloud, mapping concepts visually, associating memory hooks, and using short bursts of revision throughout the day.
4) Managing stress is important
10 tips for Incorporating Writing in to the Nursing Classroomrecummings
This document provides 10 tips for incorporating writing into nursing classrooms. The tips address common concerns faculty have around not having time to assess writing, lacking training in writing assessment, and not having space in the curriculum for writing. The tips suggest strategies like only collecting writing for completion, using peer review, adopting tools like Calibrated Peer Review, focusing feedback on grammar/form, choosing a lesson to teach with feedback, developing writing assignments to support learning goals, designing assignments for inquiry, and incorporating reflection. The document aims to demonstrate manageable ways for faculty to integrate writing into their courses to benefit student learning.
Teaching writing - Desarrollo de HabilidadesElaya Morales
The document provides guidance on teaching writing and developing writing skills in the classroom. It discusses 10 steps to planning a writing course, including ascertaining goals, deciding on theoretical principles, planning content, weighing elements, drawing up a syllabus, selecting materials, preparing activities and roles, choosing feedback methods, evaluating the course, and reflecting on the teacher's experience. It also provides examples of classroom activities and strategies to develop writing, such as using text-starts, fast-writing, dialogue journals, conference writing, and fluency activities. The overall document offers a comprehensive overview of how to structure and teach a writing course.
This document discusses various types and purposes of writing including informative, expressive/narrative, and persuasive writing. It also discusses different approaches to assessing writing such as holistic scoring, primary trait scoring, and analytic scoring. Key stages of the writing process are outlined including prewriting, writing, and post-writing. Strategies for writing instruction, summaries, self-assessment, and peer assessment are also summarized.
Content Area Writing in the Secondary Classroom - NOVEL 3 16 15sarahcrain
This document outlines strategies for using writing formatively and summatively in secondary content area classrooms. It discusses using "writing to learn" strategies to actively engage students with content. These include note-taking, answering questions, and drawing. It also covers "on-demand writing" assessments and providing students strategies to succeed on these through prewriting techniques. Finally, it addresses best practices for grading student writing, such as using rubrics and focusing feedback.
This document discusses writing across the curriculum (WAC). It defines WAC as using writing in all subject areas to aid teaching and learning. WAC has been shown to improve student engagement, retention of information, depth of knowledge, critical thinking skills, and independent thinking. However, writing must have purpose and be supported by reading and critical thinking to be effective. The document provides examples of writing to learn activities that can be used in different subjects and discusses how writing can improve math literacy.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
This document discusses different types of writing and approaches to writing assessment. It describes informative, expressive/narrative, and persuasive writing. It also outlines holistic, primary trait, and analytic scoring approaches. Key aspects of the writing process like prewriting, writing, and post-writing are explained. Strategies for writing instruction, self-assessment, peer assessment, and using assessment to inform instruction are provided.
This document provides an overview of content that will be covered on days one and two of an information literacy and curriculum development workshop. Day one will focus on defining information literacy, writing learning outcomes, models for integrating information literacy into courses, types of assessment, and relevant standards. Participants will also identify threshold concepts and develop learning outcomes for an art center curriculum. Day two will discuss strategies for being an effective teacher, lesson planning, significant learning experiences, student engagement, and a toolkit for course activities.
This document discusses different types of writing and writing assessments. It covers informative, narrative, and persuasive writing. It also discusses holistic, primary trait, and analytic scoring methods for assessments. Additionally, it provides information on writing processes like prewriting, drafting, and revising. It emphasizes using self-assessment, peer assessment, and teacher feedback during the writing process.
Free writing allows students to focus on fluency over accuracy. It is an informal writing exercise that can be done with or without a specific topic or guidelines. The purpose is to generate ideas and clear distracting thoughts. Free writing benefits include enhancing writing expertise, improving English proficiency, and helping students develop their own style. It separates the writing process from the revision process. Teachers can use free writing to give students practice generating and organizing ideas before formal writing assignments.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
The document provides information about a professional development for teachers at Albuquerque Public Schools on the 2013-14 evaluation system. It discusses a three-part evaluation system that includes student achievement, observations, and multiple measures. It outlines the teacher observation cycle and scoring process. The professional development will focus on understanding the evaluation domains and competencies, using strategies like close reading and artifact matching to analyze teaching performance levels.
This document provides an overview of teaching writing to L2 learners. It discusses writing as a skill and different types of writing. The document outlines the principles of a process writing approach which includes pre-writing, drafting, editing, and publishing. It also discusses how to evaluate student writing using categories like content, organization, discourse, syntax, vocabulary, and mechanics. Weighting different categories is suggested, with more weight given to content and organization. Specific feedback is emphasized as the most helpful for students.
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
This document outlines strategies for a writing session focused on teaching 4th through 8th grade students. It defines writing and its connection to English Language Arts standards. It discusses recognizing stages of writing development and using assessment to inform instruction. It emphasizes applying developmentally appropriate strategies to teach all students, including English language learners. It also notes the importance of teaching writing across subjects and the reciprocal relationship between reading and writing.
This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.
This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics that can be used to evaluate student writing in a clear and meaningful way. Teachers should adapt these principles to their specific students and courses.
This document outlines principles for teaching writing, including understanding students' reasons for writing, providing many opportunities for students to practice writing, and giving helpful feedback. It emphasizes the importance of practice for improving writing skills and discusses different types of rubrics teachers can use to evaluate student writing in a clear and meaningful way. The principles are intended to help teachers plan effective writing instruction and courses.
This document provides guidance on developing strong writing skills for the workplace. It discusses planning and structuring documents, drafting and editing, and technical writing skills. Specific types of workplace writing are identified, such as letters, reports, memos, and minutes. The document emphasizes clear purpose, logical structure, appropriate language, and consideration of the audience. It offers tips for planning documents, identifying topics, using mind maps and outlining structures. Strong paragraphs and accuracy are addressed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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9
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Wac instructional implementation
1. READING and WRITING:
It’s Not Just for English
Class Anymore!
(OR…Painless strategies for incorporating
even MORE reading and writing into your
already jam-packed class periods!)
Reading and Writing Across the Curriculum
TCISD Inservice August 2012
Presented by TCHS Instructional Team
2. Start-Up Write
Fold in hamburger style the
index card you received as
you entered. Number the 4
sections (2 on each side).
Then in Section 1 address
the following prompt:
In your own words, define
the meaning and purpose of
Writing Across the
Curriculum?
3. WAC: Pedagogy
Research
– Students who regularly
read, write, and make
oral presentations in ALL
classes (in addition to
their English/Language
Arts classes) have higher
than average test scores.
– Reading and writing skills
must be practiced in
every class students
attend.
4. WAC: Ideals
“WAC programs are defined in part by their intended outcomes—
helping students to become critical thinkers and problem-solvers as
well as developing their communication skills” (McLeod 150).
They are designed to help teachers move from that “sage on the
stage” ideology to facilitators of “active student engagement”:
– Reading and writing are active learning processes that require critical
thinking by the student. The teacher moves away from the forefront,
creating a more student-centered classroom.
– Reading and writing are meaning-making processes that support ALL
disciplines.
5. Why Write Across the Curriculum?
Reason #1: Written output is a great way to assess
student knowledge.
Reason #2: Writing is the essential skill students
need as they enter adult life.
Reason #3: Helping students learn to express
themselves with confidence in all subject areas can
contribute to improvements in behavior and self-
esteem.
Reason #4: Students who write clearly, think clearly.
And students who think clearly have a better chance
of navigating their way through the obstacles of
adolescence.
Reason #5: Writing is power.
7. WAC LEVEL 1: “Writing to Learn”
Themost common (and easiest to
incorporate!) type of classroom writing.
– Students work out their understanding of ideas by
putting thoughts down on paper without worrying
about conventions.
– The train of thought should not be interrupted by
worries over spelling, grammar, etc.
8. WAC LEVEL 1: “Writing to Learn”
Uses of Level 1 Writing:
– Organize thoughts
– Help with memory
– Figure things out
– Keep track of information
– Brainstorm ideas
Should be used DAILY as a learning tool to increase
critical thinking skills.
SHOULD NEVER BE GRADED FOR ANYTHING
MORE THAN PARTICIPATION/COMPLETION
(Good news for YOU, my busy teacher friends. )
9. STOP-n-WRITE
Work with other
teachers in your
content area to
BRAINSTORM a LIST
of possible examples of
Level 1 writing you
could use in your
classroom. Write these
in section 2 of your
index card.
10. WAC: Level One Examples
Notes about reading
Lecture/class notes
Lists (like the one you just made)
Questions from homework or other reading
Prewriting or brainstorming ideas for a longer work
Free writing
Mind maps, clusters, diagrams, or outlines to
organize ideas
ALL journal writing
11. WAC LEVEL 2: “Writing to
Demonstrate Knowledge”
Level 2 writing is used to inform others what a
student knows about a given topic.
Level 2 writing is usually read by at least one other
person.
Level 2 writing should stand on its own, so some
attention to writing conventions is required.
Level 2 writing should be more organized so it
appeals to a wider audience.
Level 2 writing need not occur more than a few times
per week. Once a week is common.
LOTS OF LEVEL 1 WRITING PRACTICE WILL
MAKE LEVEL 2 WRITING BETTER!
12. WAC: Level Two Examples
Short-answer test
questions
Rough drafts of essays
or other projects
Homework
assignments
Summaries
Reaction/response
paragraphs
13. STOP-n-WRITE
Work with other
teachers in your
content area to
BRAINSTORM a LIST
of possible examples of
Level 2 writing you
could use in your
classroom. Write these
in section 3 of your
index card.
14. WAC Level 3: “Writing to
Demonstrate Knowledge”
Probably used ONCE every 6 weeks due to the time
involved
Specific AUDIENCE should be determined
Involves ALL stages of the writing process, including:
– Multiple drafts
– Peer review
– Revision
– Editing
– Publication
Requires grading with a RUBRIC that students are
familiar with and you have discussed together.
15. Not that I foresee this as a
problem, but…
Do NOT assign Level 3 writing
TOO OFTEN! Research shows
that overuse of Level 3 writing
decreases benefits such as
discovery, comprehension,
creativity, and critical thinking…
as well as fluency and
correctness.
This means that you should
TALK TO EACH OTHER! If
most eleventh grade students
are working on research
projects in U.S. History, it is
probably NOT a good time for
English III teachers to assign
one, too—(UNLESS you
collaborate, which then
becomes a FABULOUS idea!)
16. PUTTING IT ALL
TOGETHER
Making WAC
work in YOUR
subject area
17. EXIT TICKETS
(ONE OF MY ALL-TIME FAVORITES!)
"Exit tickets are one of the best teaching strategies
I've ever seen for getting students to immediately
focus on the essential core content of lessons. They
are particularly effective because they are designed
to not only require the student to concentrate on the
essential elements of a lesson, but then the students
communicate succinctly using organized writing
strategies.”
Bret Harrison (2004), in Northern Nevada Writing Project's
Writing Across the Curriculum Guide
18. EXIT TICKETS AND OTHER FABULOUS
IDEAS TO GET YOU STARTED
WRITE DOWN THIS WEB ADDRESS IN SECTION 4 OF YOUR INDEX
CARD:
http://writingfix.com/WAC/exit_tickets.htm
Check this website frequently, and be sure to friend WritingFix.com on
Facebook !
19. What do you do with writing once you
get it?
RESPOND: To give informal reactions to text
ASSESS: To see how a student’s (or a
class’s) body of work lines up with district or
state objectives
EVALUATE: To compare work with some
sort of marker, benchmark, or standard
GRADE: To condense all data into one
symbol
20. False Premises About Evaluation
(a.k.a. “The Good News”)
Instructors should write lots of feedback in
the margins and between the lines.
Instructors should know and use many
specific grammatical rules and terms if they
want to comment effectively.
The most effective responses to student
writing are instructor-written comments on
the final copy. (Joyce MacAllister, “Responding to Student Writing”)
Every piece of writing needs to be graded.
21. Tips for Assessing Writing
Always tie the writing assignment to specific
pedagogical goals.
Give written assignments that include your
criteria for grading to make your expectations
clear.
Weight your grading criteria to reflect your
course priorities.
For Level 3 assignments, require more than
one draft and give “process” grades along
the way.
22. Tips for Assessing Writing
Make good student papers available to
illustrate features of strong work.
Set ground rules for yourself and stick to
them, and clearly convey to students what
they can and cannot expect from you in
terms of your response.
Develop BRIEF,SIMPLE response rubrics—
short lists of elements that you can check off.
Use evaluation options: choice depends on
type, complexity, and purpose of assignment.
23. Some Quick and Easy Evaluation
Options
Credit/No credit
Read and share with
class
Accept/Revise/Reject
Holistic scoring
Analytic scoring
– Checklists
– Rubrics
24. Rules for Holistic Scoring
One score that considers all criteria at the same time:
1. Read quickly; score immediately.
2. Don’t reread.
3. Read the entire paper without marking on it.
4. Read for what has been done well, not poorly.
5. Take everything into account at once: content, organization,
grammar, style, etc.
6. Rank papers against others in the group.
*Holistic scoring is what you should use MOST FREQUENTLY! It
is great for both Levels 1 and 2 writing and will allow you to
assign LOTS of writing with very little effort on your part.
25. RUBRICS: WHY USE THEM?
They save you time and prevent you from having to
repeat yourself.
They make grading more efficient.
They make grading more consistent.
They help students understand what you expect and
how to respond to the assignment.
They help YOU more easily assess group learning.
*Providing a rubric is absolutely essential when
assigning Level 3 writing projects!
26. How to Create an Effective Rubric
STEP ONE: Identify the criteria.
– What are the learning outcomes/objectives?
STEP TWO: Give the criteria weight.
– What should count the most?
No more than 10 ranked items
Use specific, descriptive criteria.
STEP THREE: Describe the levels of success.
– Numerical scales
– Descriptors
STEP FOUR: Create the grid.
STEP FIVE: Distribute and DISCUSS!
27. SAMPLE WRITING RUBRIC
Weak Satisfactory Strong
Insights and ideas that
are appropriate to
assignment
Address of target
audience
Choices and use of
evidence
Logic of organization and
use of prescribed
formats
Integration of source
materials
Grammar and mechanics
Comments
Final Grade
28. SAMPLE WRITING RUBRIC
1 = not present, 2 = needs extensive revision,
3 = satisfactory, 4 = strong, 5 = outstanding
1 2 3 4 5
Insights and ideas
Address of target audience
Organization and use of prescribed formats
Integration of source materials
Grammar and mechanics
Comments/Final Grade
29. FINAL THOUGHTS…
Tips, Hints, and Goals
specifically designed for
TCISD teachers
30. Be aware of the types of writing your
students will be required to demonstrate on
the STAAR test/EOC:
SEVENTH GRADE THEREFORE…
– Personal Narrative Any time you can
– Expository present questions or
ENGLISH I assignments that
require these types of
– Literary verbal or written
– Expository responses, you are
ENGLISH II doing your students a
– Expository HUGE FAVOR!
– Persuasive
ENGLISH III
– Persuasive
– Analytic
31. WRITING GENRES
PERSONAL NARRATIVE
– Write about a time you…
EXPOSITORY (EXPOSE the main idea…)
– Describe the steps in a process…
– Explain the sequence of events…
– Cause and effect…
– Comparison/contrast…
LITERARY
– Write a story about…
– Present a scenario in which…
PERSUASIVE
– Tell me your opinion and use logic and facts to convince me you’re right…
ANALYTIC
– Why did . . . changes occur?
– Can you compare your . . . with that presented in . . .?
– Can you explain what must have happened when . . .?
– How is . . . similar to . . .?
– What are some of the problems of . . .?
– Can you distinguish between . . .?
– What were some of the motives behind . . .?
32. WAC GOALS FOR THIS YEAR:
LEVEL 1 WRITING:
– 3 to 5 times per week
LEVEL 2 WRITING:
– 1 or 2 times per week
LEVEL 3 WRITING:
– 1 per six weeks
LABEL IT IN YOUR
LESSON PLANS BY
LEVEL!
33. AND REMEMBER…
START SMALL when incorporating writing…both in
scope and value. This will help students (and YOU)
build confidence and begin to see writing as less of a
chore—and maybe even FUN (maybe?!).
MAKE IT EASY ON YOURSELF!
– LOTS of credit/no credit and holistic scoring
– LOTS of “bonus points” and “extra credit” writing
– LOTS of process grades
USE AVAILABLE RESOURCES!
– Internet
– Department chairs
– Specialists
34. The End…
HAVE A GREAT YEAR!
I know you
have the
“write” stuff!