writing+group

= Writing =

Writing to Assess, Promote, and Observe Learning


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**Definition: //Writing//: //N//**: 1. An endeavor to communicate thoughts and ideas through textual language. 2. A pictograph that represents sound. **V:** 1. The act of putting thoughts and ideas into text. //**Other**//: something which students find very frustrating to do. //~The Salamone Abridged Dictionary //

How Do You Teach the Writing Process?
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Task Environment[[image:Motivation.png width="321" height="296" align="left" caption="Fig. 1 Individual-Environment (Social and Physical)"]]
Working Memory · Central executive that controls information retrieval · Memory has limited capacity · Retrieves information from long-term memory

Cognitive Processes · Text interpretation, reflection, and text production. · Ranges from word recognition through meaning negotiation · A mental representation of the writing task (ie. the assignment) · Internalization and reflection

Motivation · Goals, predisposition, beliefs and attitudes · Textual connections, reading (and writing) skills and knowledge, task values, self-efficacy (how does writing serve student)

**Writing and Constructivism** · Writing can be used to promote constructivism in the form of knowledge-building classrooms where students use writing to learn through inquiry. · Students engage in gathering and interpreting information that help them to answer questions.  · Through writing, students record their discoveries in the form of notes and summaries, guided by the teacher’s questions and recommendations.
 * 

Classroom instruction across the United States now reflects the process approach to writing. **

**According to the NAEP 1998 Writing Report Card for the Nation and the States**: · 9 out of 10 students in 8th and 12th grades were always required by their teachers to write more than 1 draft. · Students in the 8th and 12th grades who were always asked in their classes to write more than one draft performed better on measures of writing achievement than their peers.
 * 

Students who planned their writing also demonstrated higher levels of writing achievement. **


 * The Writing Process **[[image:boywriting1.jpg width="209" height="193" align="left"]]



**Writing to Learn**

Writing provides a means to explore and make sense of ideas and experiences. Writing can alter the roles of: · Teachers (by transforming them from evaluators to collaborators) · Students (by transforming them from memorizers to meaning makers) · Writing across disciplines helps students learn the wide range of genres and formats used in various content areas.


 * Types of Writing **





Writing Directives ** · Teachers need to put significant thought into the selection and presentation of writing assignments · Students need clear specifications for the kind of writing you want · Students need clear statements about the purposes the writing is to serve

The National Writing Project (NWP) Conclusions: ** · Teachers learn well from other teachers due to their credibility · Writing is a tool to be used across the curriculum · Teachers who teach writing…also write · Professional development programs must be continuous · How to teach writing comes from current research and teacher’s experience


 * Categories of Writing **




 * Writing A[[image:teenwriting.jpg align="left"]]ctivities Across the Curriculum **




 * Strategies in Practice **


 * Rafting **
 * <span style="font-size: 12pt; color: white; font-family: Calibri; mso-themecolor: background1; msothemecolor: background1;">** ROL E ** || **<span style="font-size: 12pt; color: #000000; font-family: Calibri; mso-themecolor: background1; msothemecolor: background1;"> AUDIE NC  E ** || **<span style="font-size: 12pt; color: #000000; font-family: Calibri; mso-themecolor: background1; msothemecolor: background1;"> FORMA T ** || **<span style="font-size: 12pt; color: #000000; font-family: Calibri; mso-themecolor: background1; msothemecolor: background1;"> TOPI C ** ||
 * **<span style="font-size: 12pt; color: #0000ff; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Newspaper Reporte r ** || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Readers in 1826 || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Obituary || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Thomas Jefferson ||
 * **<span style="font-size: 12pt; color: #0000ff; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;"> Mitochondri a ** || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Other cell structures || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Operations memo || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">What functions I have ||
 * **<span style="font-size: 12pt; color: #0000ff; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Holden Caufiel d ** || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Phoebe || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Letter || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">What happened to me during my college years ||
 * **<span style="font-size: 12pt; color: #0000ff; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;"> Moo n ** || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Sun || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Instructions || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">How I move in the solar system ||
 * **<span style="font-size: 12pt; color: #0000ff; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Pythagorian Theore m ** || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Statue of Liberty || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">Love note || <span style="font-size: 12pt; color: #5f497a; font-family: Calibri; mso-themecolor: accent4; msothemecolor: accent4; mso-themeshade: 191; msothemeshade: 191;">How I can figure out your height from your shadow ||

More Examples of Rafting (Clark)

**Double Entry Journal** (Adrianne) Double Entry Journal

**The Writing Process** (Sarah) [|Sequencing] [|Sorting] [|Random 1] [|Character Map] [|Random 2] [|Persuasion Map] [|I love this site] Critiquing:** Critiquing
 * Graphic Organizers:

**Learning in Hand** (Shari) Podcasting

**Teaching in the 21st Century - Digital Resources** media type="youtube" key="dGCJ46vyR9o" height="344" width="425"

**A Vision of Students Today:** A short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University.

media type="youtube" key="_A-ZVCjfWf8" height="344" width="425" ** A Vision of K-12 Students Today :** This project was created to inspire teachers to use technology in engaging ways to help students develop higher level thinking skills. Equally important, it serves to motivate district leaders to provide teachers with the tools and training to do so.

**TeacherTube's Top 100 Most Viewed Video*** **Did You Know? Karl Fisch** media type="youtube" key="K04o2ic4g-A" height="344" width="425" Wonderful, concise video that helps raise awareness of the issues of globalization in our newly connected world first raised in Thomas Friedman's book, The World is Flat. Karl Fisch remixed content from David Warlick, Thomas Friedman, Ian Jukes, Ray Kurzweil and others, added some music, and came up with the insightful presentation.

**Alphie Kohn Achievement VS Learning**

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**It's Bad News If Students Are Motivated to Get A's** media type="youtube" key="EQt-ZI58wpw" width="425" height="350"

Alphie Kohn VS Dwight Schrute

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Making Students Work a 'Second Shift' media type="youtube" key="npZ4dkt4e4U" width="425" height="350"