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Writing to Learn

Writing to Learn. Holly Keon PowerPoint 8. Shape of the Class. Where we’re at (half way!) Beat Nation post field trip discussion Writing to Learn G.O.S.S.I.P Group writing to learn activities Present writing to learn activities Conclusion (Changes to reading due date and Friday)

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Writing to Learn

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  1. Writing to Learn Holly Keon PowerPoint 8

  2. Shape of the Class • Where we’re at (half way!) • Beat Nation post field trip discussion • Writing to Learn • G.O.S.S.I.P • Group writing to learn activities • Present writing to learn activities • Conclusion (Changes to reading due date and Friday) • Extension– Field Trip PowerPoint

  3. Where We’re at… • We are at the half way point of the course. • We still have a little more work on writing but now we will shift to developing technology/media literacy. • The shift now will be to focus on the major project. • Need to decide on groups and topics a.s.a.p. • We will do an inventory of who can do what (i.e., Prezi, glogster, etc) and I would like to find out who has video phones and/or cameras…

  4. Hook

  5. Beat Nation • Purpose of Field Trip • To provide inspiration for your final project • To provide examples of how to create multi-modal projects for your students • Create dialogue about the need for critical multiculturalism

  6. Beat Nation “Beat Nation reflects a generation of artists who juxtapose urban youth culture with Aboriginal identity in entirely innovative and unexpected ways (multi-modal). Using hip hop and other forms of popular culture, artists create surprising new cultural hybrids—in painting, sculpture, installation, performance and video—that reflect the changing demographics of Aboriginal people today.”

  7. Cultural Appropriation • What is it? • Cultural appropriation is the adoption of some specific elements of one culture by a different cultural group. • It describes acculturation or assimilation, but can imply a negative view towards acculturation from a minority culture by a dominant culture. • It can include the introduction of forms of dress or personal adornment, music and art, religion, language, or social behavior.

  8. DAN Debate • Was the Beat Nation exhibit portrait examples of cultural appropriation or were they examples of contemporary aboriginal art? Cultural Appropriation Contemporary Aboriginal Art U Neutral How would you assess an activity like this?

  9. Assessment Terminology Review • Summative- anything that has marks (Sum) • Formative – Formulate (gives students/teachers info) Formative • Assessment AS(K)- Student generated (self/peer) • Assessment FOR(M)- (Formative– no marks) Summative • Assessment OF(#)- marks oriented

  10. What is Writing to Learn? • Writing-to-learn pieces are informal and generally free-flowing as students explore their personal lines of thinking. • Students may list some words, write a sentence or develop a paragraph. • Rather than struggling with the codes and conventions of more formal writing, students are encouraged to direct their cognitive energy toward reflecting on their thinking. • As a result, writing-to-learn pieces are not always organized but are rich with ideas and possibilities.

  11. Writing to Learn (con’t) • In writing-to-learn texts, the audience is typically the writer himself or herself and not other readers. • In the classroom, however, this writing is not completely private. • Students may share their writing-to-learn pieces with other students and the teacher for assessment-for-learning purposes. • Similar to the way in which teachers use “think aloud” techniques to make their thinking visible for students, students’ writing-to-learn pieces make their thinking visible.

  12. Writing to Learn (con’t) • Students and teachers read these pieces with the goal of uncovering students’ thinking: • What are some of the things they know and understand? • Where are some of the gaps, confusions or misconceptions? • What are some of the questions they have? • What are some of the connections they are making between new and prior knowledge? • What new insights are they developing? • How aware are they of the learning processes they use and the effectiveness of those processes?

  13. Key Strategies • Writing-to-learn activities may be used: • before a learning experience to get students to “warm up” by thinking about what they know or think they know or feel about a new text or topic explored in a previous lesson. • during a learning experience to get students to “check in” by thinking about what they understand, what connections they are making, where they are unsure and what questions they have. • after a learning experience to get students to “take stock,” summarizing, synthesizing, evaluating or explaining what they have learned and where they are having difficulty.

  14. Assessment of Writing to Learn • Grades, marks or levels are not assigned to students’ writing-to-learn exercises. • Teachers use the information gleaned from them to determine the effectiveness of their instruction and to adjust lessons and activities to build on student strengths and address areas of need. • To maximize the learning potential of writing to learn, teachers provide students with regular feedback about their thinking and learning. • Students may share their writing with their peers as well, in partners or small groups, to create opportunities for negotiating and co-constructing knowledge and for engaging in self and peer-assessment and feedback.

  15. In Summary • Writing-to-learn activities on the other hand do not have to abide by the rules that govern formal writing, nor be submitted for evaluation. • As Wright (2012) argues, “[s]hortdaily writing tasks have the potential to lower students’ aversion to writing and boost their confidence in using the written word.” • The amount of writing that is expected however and the time allotted for writing-to-learn activities needs to reflect students’ current levels of writing fluency. • Students will continue to learn to write as they write to learn, improving their writing fluency by writing every day. Adopted from: www.edu.gov.on.ca/eng/literacynumeracy

  16. G.O.S.S.I.P • Read article individually. Should teachers give zeros. Write down what you think is important. • Pair up with someone. Ask your first partner: what is important? Receive the info, summarize the info and ask clarifying questions. • Write what you hear in one of the boxes. Thank your partner and then move on to another person. • The 2nd time you should share your “gossip”-- repeat major points from the discussion they just had. • The 2nd person jots down the major points and then shares their gossip (you write down their major points). • At the end, head back to the 1st person and share their gossip.

  17. Writing to Learn Handout • Weebly website has a lot more excellent ideas too!

  18. Your Turn • Get in to groups of 5 or 6 (Groups to follow) • Ensure that you have at least 4 subject areas represented in your group. • Try to find a topic or theme that is common to all your subject areas – get creative! (Or come to consensus on a topic that you all agree to). • Create two writing to learn activities that go with your topic– use handout or weebly website for ideas. • Share topic and strategies with the group…

  19. Groups 1.Sara A 2. Jeff 3. Yuri Paul Aaron Senica Nabil Fiona Bryant Rory Matt D Janice Alex H Emil Peter SusanSuzanna 4. Katie 5. Matt W 6.Ajiab Carmen Laura L. Yolanda Doreen Sacha Sarah L Alex H Chad Jordan Laura B Olivia Timothy Arnaud Dj Doreen

  20. Final Project • Groups of 4-6 people (these could be based on an interest or subject specialty groups) • Demonstrate a teaching idea (something from the practicum that was awesome, something that you would like to re-work, or something new) that applies “Literacy Across the Curriculum”. This is purposefully open for you to show your skills. You may choose to view your audience as high school students or colleagues. • Incorporate at least 3 of the literacies that we have discussed (reading, writing, visual, musical, digital, dramatic) • You have up to 10 minutes per person of class time for your presentation and discussion. Please make sure to allow some time for questions and discussion. Allot your time, as you like.

  21. Wednesday and Friday • This week’s reading will be reviewed on Wednesday (Group 4 please take note of date change.) • Friday we will be experiencing a Skype discussion with Victoria Wells, an expert in language revitalization. She worked with people to create an App for promoting the learning aboriginal language • http://itunes.apple.com/us/app/ehattesaht/id494454336?mt=8 • Then we will be heading to a computer lab to learn how to use the Smart Board…

  22. Conclusion • Reading is due for next class. Knobel, M. & Lankshear, C. (2008). Remix: The art and craft of endless hybridization. • Start thinking about final project- topics, talk to people… • Next class, I will be asking you to identify what technological skills programs you are proficient at…

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