Writing to Learn Strategy

1. Writing to Learn Strategy

3. Mining the Professional Research Base: Writing Now Writing assignments should be designed primarily to measure mastery of content material and writing skills. Reality: Writing can help students understand, process, and think critically about course material. Writing assignments, then, are best designed to help students learn: by asking them first to use writing to learn about a given topic or subject, to evaluate their own understanding of that topic, and/or to develop expertise about it; then to use the writing to critically analyze that understanding.

4. Mining the Professional Research Base • “Writing to learn can be both a process of doing critical thinking and a product communicating the results of critical thinking”. (Bean, Engaging Ideas, p.3) • “Writing is thinking. Writing allows students to think in different ways, explore issues, learn new content, and share what they know”. (Fisher and Frey, 2007, p.5)

5. Mining the Professional Research Base • “Writing to learn differs from other types of writing because it is meant to be a catalyst for further learning, or an opportunity for students to recall information, clarify, and question what they know or wonder about”. (Fisher and Frey, 2004, p. 140) • “Writing to learn engages students, extends thinking, deepens understanding, and energizes the meaning-making process”. (Knipper and Duggan, 2006, p. 462)

6. Iowa Core Curriculum (Writing)“Use writing as a tool for learning” Write for different learning purposes: • To improve comprehension of concepts • To increase retention of information • To connect new understandings with familiar ones • To elaborate on and manipulate ideas • To use new vocabulary • To engage in questioning and reasoning • To inform and support opinions about a topic • To reflect on experiences • To gain insight into author’s craft • To support metacognition

7. Assessment of Writing to Learn Can Take on Many Forms • A continuum of assessment: • Formative assessment to inform instruction or student learning • A springboard for future learning or discussion • May be just for student reflection and not formally assessed • May be assessed using a rubric Brainstorming Springboard to Discussion Formative Assessment Assessment with Rubrics

8. Writing to Learn Overview and Table of Contents

9. Using RAFT as a Writing to Learn Strategy

10. RAFT RAFT R – Role of the Writer (Voice) F – Format (Organization) A – Audience (Voice) T - Topic (Ideas) The RAFT strategy offers a meaningful way to incorporate writing into all content areas. It is also a way for students to incorporate content area vocabulary into their writing. This is also a useful comprehension and writing strategy. RAFT can also be an organizational framework to help students during the prewriting/planning portion of the writing process. Raft can provide that link between literacy and other content area subjects. Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work (p. 143). Upper Saddle River, NJ: Pearson.

11. Link to the Iowa Core Curriculum RAFT supports instruction and assessment for the following Essential Literacy Concepts: • Use a variety of strategies to develop and expand reading vocabulary. • Use a variety of skills and strategies to comprehend nonfiction and informational text. • Use a variety of strategies and skills to comprehend and interpret fiction.

12. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D. & Frey, N. (2008). Checking for understanding: Formative assessment techniques for your classroom (p. 4). Alexandria, VA: Association for Supervision and Curriculum Development.

13. Lesson Example for RAFTContent Area: Ecosystems • “I do” • Role: The Frog • Audience: Herself • Format: Diary • Topic: Why I am afraid of becoming extinct. • Building background knowledge: • Previous instruction in vocabulary words found in science unit on Ecosystems • Viewing of video clip from DE Streaming website: “The Disappearing Frogs”

14. Lesson Example for RAFTContent Area: Ecosystems • “We do”: Complete a RAFT selected from the list provided. Work together as a group to write a group project. • “We do together”: Work with a partner. Either select a RAFT from the list provided or create your own RAFT. Check with the teacher before you begin writing. • “You do”: Either select a RAFT from the list provided or create your own RAFT. Check with the teacher before you begin writing.

15. “The Kangaroo Rat RAP Song” Watch out for danger! Watch out for the coyote!! Watch out for the hawks! WATCH OUT! WATCH OUT! Watch out for the snakes! Never go out of your habitat without looking! Watch out for cold-blooded and warm-blooded predators! If you are one of the prey, get out of the way!! WATCH OUT! WATCH OUT! Watch out for the carnivores! Developed by Mrs. Hyland’s 3rd Grade Class Winter, 2008 Vinton-Shellsburg School District

16. Let’s Have Some Fun!!

17. Whitewater RAFT Role Audience Format Topic

18. RAFT Websites • http://www.writingfix.com/wac/RAFT.htm • http://www.writingfix.com/WAC/Writing_Across_Curriculum_RAFTS_Math.htm • http://www.geocities.com/writingprocess/rafts.htm • http://www.adlit.org/strategies/19783 • Many, many more!

19. Technology

20. Literacy …..is the ability to read, write, speak, listen, think and view effectively.

21. Definition of Technological Literacy “Using reading, writing, speaking, and listening in multimedia venues to create products and to demonstrate learning (Gregory & Kuzmich, 2005).”

22. VIEWING

23. Research Sound Bites “The rise of information technology in the last quarter of the twentieth century has fundamentally changed the way information is generated and shared.” “Unlike earlier classroom technologies like televisions and video recorders, these newer advances are interactive and require the active particpation of the learner.” (Fisher & Frey, 2004)

24. Iowa Core Curriculum-Technology Essential Skills and Concepts—K-2 • Use technology to create projects, identify patterns, and make predictions. • Use a variety of technology tools and media-rich resources to work collaboratively with others. • Utilize predetermined digital resources and tools to answer questions or solve problems. • Use technological resources to investigate given questions or problems. • Understand and practice appropriate and safe uses of technology. • Understand basic technology hardware and software and their application.

25. Iowa Core Curriculum-Technology Essential Skills and Concepts—Grades 3-4 • Use technology resources to create original products, identify patterns and problems, make predictions, and propose solutions. • Use interactive technologies in a collaborative group to produce digital presentations or products in a curricular area. • Utilize digital tools and resources to investigate real-world issues, answer questions, or solve problems. • Use technological resources to develop and refine questions for investigation. • Understand and practice appropriate, legal, and safe uses of technology for lifelong learning. • Understand technology hardware and software system operations and their application.

26. Iowa Core Curriculum-Technology Essential Skills and Concepts-Middle School • Demonstrate creative thinking in the design and development of innovative technology products and problem solving. • Collaborate with peers, experts, and others using interactive technology.Plan strategies utilizing digital tools to gather, evaluate, and use information. • Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources. • Understand the legal and ethical issues of technology as related to individuals, cultures, and societies. • Understand the underlying structure and application of technology systems.

27. Iowa Core Curriculum-Technology Essential Skills and Concepts—Grades 9-12 • Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. • Apply digital tools to gather, evaluate, and use information.Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions. • Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. • Demonstrate a sound understanding of technology concepts, systems and operations.

28. VIDEO DEMONSTRATION • http://www.youtube.com/watch?v=Ve8hxNGIFJ0 • http://www.youtube.com/watch?v=ryUOgH5blzA

29. Wikis • Considered a communication software • Interactive technology • Provides unlimited • Can be used as a community note-taking or project generating tool • Good classroom collaboration tool especially for collaborative writing and project-based learning • Allows users to add and edit to others information and postings • Can be used to offer feedback, both by student and teacher • Can be used for summarizing, dual-entry journals

30. Wiki Resources • www.pbwiki.com • www.wikispaces.com • Teaching Writing using Wikis… (MultimodalWriting) http://digitalwriting.pbwiki.com/MultimodalWriting

31. Blogs • Blogs: short for web log • A web site where items or entries are routinely posted and the displayed in reverse chronological order • Interactive technology • Focused on a particular subject • A facilitator posts a discussion question and invites others to reply or give feedback • Only invited guests can reply • Considered communication software • Can be used to provide timely feedback to students • Can be used for reciprocal teaching tool • Online response journals