Chapter 5- Writing to Learn
In the past few years, teachers have been encouraged to
incorporate writing throughout various content areas. While all teachers may not feel that English
is their forte, subject leveled writing can extend lessons to not just promote
learning for a short period of time but allow students to actually understanding
the concepts being taught.
The author pointed out a vital flaw in many textbooks:
writing assignments that are not mentally stimulating. Often these assignments are available at the
end of a unit and lead the students to simply complete a task. Writing should not be used as a form of busy
work. It needs to have purpose and
promote learning. My high school history
teacher gave my class the assignment to present information on a country, not
in research paper format, but from the perspective of a travel agent. This changed the way that I viewed the
assignment since I was able to take the class on a virtual tour of the country
I selected. While the facts were still
obtained, as it would have been in a research paper, it was something that was personal for me
since I was able to highlight the aspects that were of interest to me.
I really enjoyed the self-reflection sheet in figure
5.1. This can be incorporated after
lessons or units to help see how the progress of each student is
developing. I have given review
assessments where there was a combination of pervious concepts learned only to
be discouraged because while the students scored well on assignments, they
didn't grasp the big picture of putting it all together. Self-reflection sheets can give insight on
concepts that may need to be reviewed for a longer period of time.
Whether choosing to use a given writing prompt or create
your own, the author pointed out four components of effective writing
assignments: content and scope, organization and development, audience and
communication, and finally engagement and choice. All are vital to creating effective
writing. The use of technology can
greatly help in the process. While
instructing students to use five sentences to answer an essay may discourage
many, the same concept, but presented as a Facebook, page may change a student
whole outlook on the learning process.
Pages 106, 117-118 offer a plethora of resources that teachers can use
to promote writing as a tool in the learning process.
Points for discussion:
1. Using the tools
for content-area writing (interactive notebooks/learning logs, journals, RAFT
writing activities) how would students benefit academically in your content
area?
2. How can peer
feedback promote "writing to learn" in collaborative assignments for
both students (the author and reader) involved?
Probably the idea that struck me the most in this chapter of Writing to Learn was helping students by modeling how to organize and develop ideas. The example given on page 105 was an eye-opener for me of how assuming I am of my students' abilities to scaffold information to write with any organization to their thought process.
ReplyDeleteI loved the explanation that "engaging students in content through writing has little to do with a formula; it has EVERYTHING to do with thinking an communicating through the written word. " I have found that that having students respond in writing to questions I used to solicit just one or two students to answer orally has been the number one factor in improving percentage of students engaged in the lesson. I love the concept of the interactive notebook. I would like to improve this process with my students. I have done the RAFT strategy with my students an it really does lend to better writing pieces.
I think one of the deterrents from giving students more opportunities to write is the guilt we put on ourselves as teachers that we really should read and grade their responses, and it takes FOREVER. I have found that this is where the value of peer collaboration come in. As long as SOMEONE is reading what they think, they really don't care.
I like the idea of the interactive notebook. I think this would be a great tool for the students to have in the science lab. I have had the eighth graders keep science notebooks over the years. They contain input and output information but not in the way shared in the book. I like the input and output being on the same page. I think I can modify this idea to fit each grade level.
ReplyDeleteI have given short writing prompts to my math students in the past, but this chapter has challenged me to use those writing assignments to allow the students to make the connections from the concepts we have been studying. I see the benefits of using the RAFT writing model in math as a creative way to link things together. I also think mentor texts could be a beneficial part in a math classroom. I like the idea of having their peers read their writing and even edit the writing.
ReplyDeleteI also like the interactive notebook, and have tried this in Bible Class. However, I didn't use it as often as I would have liked because I did feel guilty if I didn't read every word they wrote. They would ALWAYS ask me if I had read theirs. I love the idea of peer review for their interactive notebook, as long as they know who their audience is beforehand who will be reading their thoughts. Peer editing is a great idea too. This can be used in Bible for the "Life Application" questions after reading scripture to see if they truly grasped the meaning.
ReplyDelete"If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else" (p.98). Students write to comprehend, analyze, and internalize. Writing is like a hands-on activity with ideas, where the focus shifts from the perfectly composed PRODUCT to be be put on display to the PROCESS of the struggle that leads to growth and understanding.
ReplyDeleteI see opportunity to use the blog-around effectively in my classroom by allowing students to individually struggle over difficult questions/challenging problems with small group support. I also want to incorporate the interactive notebook/learning log, the self-reflection sheet (chart 5.1), and the RAFT writing strategy. I want to encourage students to keep a page in their notebooks for writing ideas-things they might like to explore, investigate, or think about. I feel freed from the expectation to read and correct every word my students write. I am excited to utilize writing as a tool for thinking with the understanding that learning rarely happens without error. I can put away my "Grammar Police" badge!
Well, this is going to be short and sweet because I've already typed out a long response and lost it. Apparently I should have signed in before I tried to post. Anyway, I love the idea of a journal. I had a journal last year in Bible class and when the 8th graders got their IPads, it was something that everyone really enjoyed. We used the Bible App devotionals as prompts for writing. Next year, I hope to include some sort of blog along with their personal journals. This way, they will be writing out their thoughts, feelings, ideas, and questions publicly and even have a way to respond to each other. I'm hoping to get students involved that might have a different background and religion so they can be exposed to a real person with a worldview that isn't Christian. This will add so much depth to their understanding and give them an opportunity to defend their faith all the while interacting in a loving way towards those of another worldview. Great content and ideas in this chapter.
ReplyDeleteI also like the interactive notebook idea. I have used a science notebook for years and will be adding the input and output idea. I will also do more journals and blogs with my students. The author mentioned using mentor texts. These will not only model scientific writing but can create interest in the topic and help build prior knowledge.
ReplyDeleteI like the peer feedback idea of writing in a blog style. The example was given for a math problem but it could easily be adapted to scientific reasoning. It will give students opportunity to share their thoughts knowing their peers will read it and add comments.
For English teachers, the idea of writing is nothing new because writing is a major part of our content. However, I still found so many great tips and ideas from this chapter! One idea that really stood out to me was the concept of "selling" our students on a writing assignment. As Crystal pointed out, the same student who might moan and groan about a one-paragraph response might be enthusiastic about writing a Facebook post. As a teacher, I will definitely use many of the strategies listed in the book to foster interest in writing.
ReplyDeleteAnother point that I found interesting was the focus on content rather than grammar. Of course, our students need to know correct grammar, but I often feel sorry for students when they work hard on an assignment only to have me hand it back covered in red ink, not because they didn't have good content, but because they struggled with grammar and spelling. After reading this chapter, I will make it a point to strike a balance between teaching my students correct grammar and becoming the "grammar police"!
I love the idea of students giving peer feedback to one another. I think students might be inclined to put more thought into their work if they know it will be read by their classmates rather than just for a grade. While it might take more time initially to train students in providing helpful feedback, it could also be a real time-saver in the long run. I know I have sometimes been guilty of wanting to have students write on a particular topic, but choosing not to simply because I already had too much to grade. Peer feedback could allow students more writing opportunities without adding significantly to the teacher's workload.