“Authentic engagement accompanied by immersion and demonstration result in learning.” (Bromley, 2003, p. 144). Writing to learn involves a great deal of strategies. I do agree with the previous quote. When students are writing to learn there needs to be modeling. Following modeling there should be guided practice and feedback for students. This is my opinion and I agree with what is said the article “Writing to Learn” involving modeling, guided practice, and feedback. I think that rubrics are better than checklist. Rubrics are more detailed than a checklist. Using a rubric, you can grade all the papers fairly, whether they are above average, average, or below average. Structured note-taking is a big help for me. When I was at JCJC, I had a teacher that had pre-prepared notes for us to use as a guide when taking notes. It made things a lot easier, especially since it was a world civilization class that wasn’t the easiest I have ever taken. When I have a classroom, I will be taking advantage of the framed paragraph strategy. With this strategy, students need scaffolding, but there is a time when teachers need to slowly release students. After students have been supported and then have the ability to write paragraphs his or her self, then the student is a well-developed independent writer. I really like the idea of this strategy. A lot of students need this kind of support. I think that it is crucial to provide the support that all students need. Every student is different and needs different types of support. One strategy mentioned in the text was power writing. I really like this strategy idea. Power writing is when you write as many words or phrases about a particular topic. I really like this strategy as a pre-writing activity for students. There are a lot of strategies that can be helpful for students and teachers.
I also really like the biopoems we did in class. The biopoems are a good way to have a student write and learn about a person. This is a great way for students to write to learn. This is probably one of my favorite strategies that were in the article. All of the strategies are helpful in having students think critically about a topic of subject. Allowing students to think higher about a topic will help them in the long run. I really like this article and will keep it in education folder in my office for as long as my career. I am really glad that I was introduced to this article, it was very informational and helpful.
Questions:
1.) How can we keep students interested in writing to learn?
2.) How often should we require students to write to learn?
I agree with you about the biopoems...They could be used for students to describe themselves or introduce themselves on the first day of school. Great post!
ReplyDeleteNice opening for your post, Maggie, "'Authentic engagement accompanied by immersion and demonstration result in learning.' (Bromley, 2003, p. 144). Writing to learn involves a great deal of strategies. I do agree with the previous quote. When students are writing to learn there needs to be modeling. Following modeling there should be guided practice and feedback for students. This is my opinion and I agree with what is said the article “Writing to Learn” involving modeling, guided practice, and feedback." You make a great 1-2-3 punch: model, practice, feedback. The Writing Workshop approach is designed exactly like that and we'll be using it for our writing artifacts and for those who dive into the multigenre project. Also, just to let you know, you've got all that I appreciate in a good post: a specific reference to the text, examples and connections and your questions. About you second Q, my answer would be that it depends on their needs as learners, or in other words, that's a hard question to answer generally. Try to think about that question as you tutor and spend time in the classrooms this semester. Dr B
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