Writing as a Teaching Tool: How 5 Minutes Can Improve Student Learning

1. Writing as a Teaching Tool: How 5 Minutes Can Improve Student Learning (Without Adding (much) to Your Workload.) Beth Hedengren Writing Across the Curriculum May 2011

2. What is Writing to Learn? • Emphasis on learning, not communicating • Often, writing is for the writer, not another audience • Low stakes • Often ungraded, or worth few points • Little formal feedback

3. Introductions • Name, department • Experience with WTL • What you hope to learn here

4. Plan • Definition & Rationale • Power of Three . . . • Things to Remember • Kinds of WTL Assignments • Designing your own WTL Assignment

5. Write Quickly Choose one: • Do you ever “write to learn”? How does writing help you to think? • Have you tried WTL assignments in your class? Has it helped your students? What questions do you have about your assignments?

6. What happened in your brain as you wrote your response?

7. “Language provides us with a unique way of knowing and becomes a tool for discovering, for shaping meaning, and for reaching understanding.” (Fulwiler and Young, Language Connections: Writing and Reading Across the Curriculum)

8. Share your ideas

9. Robert Leamnson on “Languaging” • Learning is physical/biological. • The physical/biological process occurs through practice. • The practice of using language forces the strengthening of the brain synapses. • We are able to both foster and evaluate thinking/learning through requiring literacy assignments. • As we boost literacy, we will boost the habit of thinking. From Robert Leamnson, Thinking about Teaching and Learning. Trentham, VA: Stylus, 1999.

10. Ronald T. Kellogg, PhD, PsychologySaint Louis University CCCC 2008 “Acquiring Advanced Writing Skills: A View from Cognitive Science “

11. Writing & Student Engagement • The relationship between the amount of writing for a course and students' level of engagement is stronger than the relationship between students' engagement and any other course characteristic. (55) Richard J. Light. Making the Most of College: Students Speak Their Minds. Cambridge: Harvard UP, 2001. 242. • “Writing to learn is engagement and it’s the key form of engagement.” Robert Gonyea, Associate Director, Center for Postsecondary Research, National Survey of Student Engagement (NSSE)

12. Three Things for planning WTL • Determine the purpose in the course and how the assignment will be integrated into the course work. • Define your expectations or criteria for evaluation. • Plan for a means of evaluation or giving feedback (instructor, TA, classmates, self, or none).

13. Purpose Determines Type of Assignment Short in-class writings (Rush Writes) Journal or Log assignments Microthemes

14. Rush Writes: Some ideas • Beginning of Class • Questions from last night’s reading • Relationship between yesterday’s and today’s subject • What do you already know? • Why is this important? • Other?

15. Philosophy, Cody Carter Today’s reading includes one of Kant’s most famous lines: “In order to make room for faith [Glaube], I therefore found it necessary to deny knowledge.” What do you think Kant may have meant by this comment?

16. Assess by 3 Things • What is the purpose in the course? How will the assignment be integrated into the course work? • What are the expectations for the writing? • What are the means of providing feedback? (instructor, TA, classmates, self?)

17. Ways to Give Feedback • Share with neighbor(s) • Choose someone at random to share with class • Collect: choose some to share with class next time. • Collect: respond in lesson the next time. • Other?

18. Middle or End of Class • Summarize what you’ve learned so far • What questions do you still have? • How could you apply this information? • What have you learned so far? • Create a quiz question. • Other?

19. English 150, Lauren Everett After submitting a formal assignment, respond to these questions: • What writing skills did you learn through writing this paper? • What skills do you still need to improve? • What activity helped you learn these writing skills? • Which of these skills will you use in other writing assignments outside of this class?

20. Short WTL in Your Classes • Review examples) • Write your ideas on p. 17 • Discuss your ideas with your neighbors

21. Journal Writing Assignment • Expectation to write regularly • Low stakes: a safe place to share ideas • Forces interaction with material • Different prompt for each assignment, or the same throughout the semester

22. Journals as Writing to Learn • Provides additional writing experience for students • Helps students experience the “aha’s” • Helps teachers see their students progress • Can create active learners in students

23. Ideas for Journals • Summarize reading • Explain why the reading is important • Double entry notes • Apply a concept from class/reading • Respond to a specific prompt

24. Richard Draper’s Journaling Assignment Before Class: 1. In the order given in the Study Questions (found below) read the scriptures and answer the questions. 2. Write in your journal two or three insights you received from your reading. 3. Consider the following questions: A. Why would the Lord leave the multitude behind and give the sermon to those termed disciples? B. Why did the sermon have the impact it did on the disciples? During Class: 1. Review the lesson objectives. 2. Take notes relating to these objectives. 3. Ask questions on items you do not understand. After Class: 1. Write in your journal one insight you received from class. 2. Write a paragraph concerning the interrelationship between the letter of the law and the spirit of the law. Is one more important than the other? Why? 3. Proceed to the next lesson.

25. Lesson 4 THE EARLY JUDEAN MINISTRY Before class: Jesus invited all to come and partake of the living water He had to give. I am impressed that this is a clear declaration of His messiahship. The imagery He used must have reminded his hearers of the promises made by Jehovah in the Old Testament. Those who heard and understood could only have been left with two choices: either they must accept Him as the Christ or as a blasphemer worthy of death. I find it interesting how early in his ministry the Lord drew the line in the sand, as it were, declaring exactly who and what He was and challenging all to come unto Him if they would have life. I was struck with the fact that the person to whom the Lord first declared openly that He was the Messiah (according to John's gospel) was a Samaritan woman whose past was questionable at best (she had five husbands and was presently living with a man out of wedlock). But I see the Lord expressing his superior form of judgment and seeing in the woman one whom He could touch, heal, and convert. I see in this story a central theme of John being realized: Jesus gave power to all who would believe on His name to become the children of God. I wish we knew more about the woman. After class: What hit me most in the lecture was the power of the symbolism of rebirth used by the Lord. Though I had heard that a person must be born again, I never really understood why it was necessary. Now I see that because of sin, we are estranged from God -- literally cut off from Him as a family member -- and must, therefore, get back into His divine family. The only way to do this is to be born into it by the water and the Spirit. Questions: On being born again. I never realized why it was I had to be born again. It seemed to me that if I was already a child of God, that should be enough. Now I understand just how much the fall effected me and my relationship with God. (And so on . . .)

26. I grade the journal by arbitrarily selecting six reading assignments. If five of the six entries are completed and of quality, you get full points. If some are missing or poorly done, then points are deducted. Grading the journal Richard Draper

27. “The trick here is to present thoughtful and perhaps surprising prompts each week so that the writing never becomes predictable. I want it to be predictable that they will write, but what they write about I want to be surprising.” From Toby Fulwiler, The Journal Book For Teachers in Technical and Professional Programs. Portsmouth, NH: Heinemann, 1999.

28. Journal Tips pp. 7 &8 • Purpose • Formats • How to use • How to respond • Other tips • Other ideas pp. 14 & 15

29. “ [The journal is] one place in the academic world where [students] can write and be wrong and not get clobbered for it.” From Toby Fulwiler, The Journal Book For Teachers in Technical and Professional Programs. Portsmouth, NH: Heinemann, 1999.

30. 1. Look at examples in the packet. 2. Write your ideas for using journals in your classes on p. 17. 3. Discuss your ideas with neighbors.

31. Microthemes • Very short; often 1-page (or less) • Very tight form and expectations • High student effort to write well • Little teacher effort to evaluate

32. Micro-Theme Assignment #1 Camille Fronk, Religious Studies Patriarchal Order Answer the letter below as though you were “Dr. Sinless.” Anchor your response with scripture from the Pearl of Great Price and related statements by prophets and apostles. Clearly state your understanding of the Patriarchal Order of Priesthood in your response. Due date: February 13. Dear Dr. Sinless, I have been careful all my life to make righteous choices. Consequently, I have never had the problems that so many of my friends have encountered. I completed an honorable mission, attended BYU, and naturally met the girl of my dreams within a month. We were married in the Salt Lake Temple (of course) and my mission president (who is now a General Authority) performed the marriage. Everything was going just as I planned it.

33. Dr Sinless assignment, continued That was three months ago. Now my decisions are being questioned. My wife doesn’t seem to understand that, as the priesthood holder and head of the family, I am the one to make all the decisions for our home, our Church activity, our finances, when to begin our family, her studies and employment outside the home, etc. She should be thrilled that I am willing to take care of all her decisions; but she insists that she is responsible to make choices based on revelation she personally receives. She claims that she should have input in our family decision-making. Help! I didn’t think women were supposed to question a righteous man—especially one who has a track record of right decisions. Shouldn’t I be the only authority she needs? She said that unless I can back up my views with scripture and words of modern prophets, she will question her commitment to be with me for all eternity. Please give me some resources to help her see the light! Signed, Paradise Lost

34. Assess by 3 Things • What is the purpose in the course? How will the assignment be integrated into the course work? • What are the expectations for the writing? • What are the means of providing feedback? (instructor, TA, classmates, self?)

35. Microtheme Assignments • Look over the examples • What kind of microtheme might you assign? Write ideas on p. 17. • Discuss your ideas

36. Designing Your Assignment • Choose one of the three ideas you discussed earlier. • Write plans to apply the 3 Things • Purpose? Integration in course? • Expectations? Criteria? • Feedback? Evaluation? • Start drafting instructions

37. Share your ideas With neighbors Explain your plan. Ask colleagues to play “student.” How will students react? What are ideas for improving the plan? With the group Homework

38. Giving Feedback without Losing Sleep • Let other do it • Read a sample • KISS (Keep it Short and Simple

39. Writing to Learn A former student of Alan Keele had this to say about the way Dr. Keele taught writing: “[Dr. Keele’s] objective was to make us see writing as an important part of the learning process rather than some arcane pursuit. [. . . ] “More importantly, he seemed genuinely interested in whatever we had to say, which made us trust ourselves and our ability to think clearly.” --Lora Walker, ’91, Tacoma, WA