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					 Writing Across the
    Curriculum

Prepared by:

Ricardo Ortolaza, Ed.D.
Chief Learning Officer


Presented and Adapted for the South Florida Campus by:

Idali Medina M. Ed and Luis Morales M.A.

Faculty
              Ice Breaker
      How I use writing in my life:

State three ways that you use writing in your life:

1.
2.
3.
        Think, Pair and Share!!!

 In small groups discuss the importance of
  content area writing by creating a web on
  easel pad paper

 Designate a member of each group as the
  person who will share the concept map with the
  rest of the group
        Content Area Writing
According to McREL, Mid- continent Research
          for Education and Learning
   (www.mcrel.org), content area writing is:

  An active process that helps students to learn and
  construct knowledge
      Content Area Writing

 Writing offers an excellent pathway for
brainstorming, clarifying and questioning


  Research shows that student performance
increases when writing is used (Bye & Johnson,
2004)
          Content Area Writing
   Elbow (1994) states that writing across the
    curriculum is seen as an assessment tool, not
    as the teaching of writing
   Writing helps students clarify their thinking
    and their understanding
   It also allows facilitators to check for
    understanding
            Guiding Principles
   Each discipline has its own conventions of
    language use and style
   Writing tasks should be rooted deeply in
    meaningful content
   Students should have an opportunity to engage
    in the writing process
          Guiding Principles
 Students should write for authentic audiences
  and purposes
 Students should be given opportunities to
  collaborate with others
 Students should have a chance to write
  frequently and regularly
 Students should know in advance the criteria
  that will be used to assess their writing
     Writing for Learning

Using a KWL chart provided:


     On the first column state what you already know
  about writing for learning

      On the second column state what you would like to
  learn or find out about writing for learning
           Writing for learning

TASK: Read the document on assignments for learning



   On the third or last column write what you have
   learned about writing for learning
            Affecting Writing in Your
                    Classroom

   Integrating Reading and Writing
     Langer & Flihan (2000) stated that reading and
      writing are inherently connected
     When writers write they read

           They suggest that students get enough practice if
            they engage in considerable reading and writing
            across the curriculum
           Affecting Writing in Your
                   Classroom

   Writing to Learn
       Writing improves learning (Langer & Aplebee,
        1987)
       The type of writing students do also affects the
        quality and level of learning that they achieve
         Affecting Writing in Your
                 Classroom
   Think, Pair and Share!!!
       Organize yourselves into groups based on your
      content area
       Think and discuss the purpose of writing in the
      classroom
       Make a presentation to the class

                      Get creative!
            Affecting Writing in Your
                    Classroom

   Feedback: Saying the right things and asking
    the right questions

        Written comments or one-on-one meetings are
         important for students; this can energize students
         to return to the writing table or it can contribute for
         students to avoid writing or worse to shut down
           Affecting Writing in Your
                   Classroom


   Ideal feedback:
       Discussing what is working and what needs to be
        improved or changed
       Handout with student’s writing to provide feedback
                     Activity
Role Play
 One on One Conference with student to
 discuss a recent assessment on an essay.

    Listen to the conference and evaluate the feedback
    given to the student by the teacher
      What is working?
      What needs improvement?

   Share your opinion
Ideas to Write in the Content Areas

   Azzolino (1988) provides the following ideas:
     COMPLETION - give the beginning of a
    sentence and have the students complete the sentence
     LEAD SENTENCE - give a sentence and have
    students write a second sentence or a paragraph

                                            (See Handout)
Ideas to Write in the Content Areas

  NON-THOUGHT WARM-UP - given a question
 which may be answered without much thought, have
 students answer a second question on the same topic
 but which requires more thought.

  REWORDING - give a statement, definition, or
 procedure, and have the students reword or rewrite it
 using different terms or using their own words

                                       (See handout)
Ideas to Write in the Content Areas

    WORDBANK - given a list or bank of words,
     write a sentence or paragraph using two, three, ...,
     or all of the words

                       (See handout on Bloom’s Taxonomy)


    DEBRIEFING - complete a procedure, reading, or
     lecture, then have the students list important ideas
Ideas to Write in the Content Areas

   Interactive Writing:
    Individual students        Small groups       Whole class

       Topic is discussed and groups decide on a message

      Each member or group writes an idea that relates to
       the message as to add information to the agreed
       message

         Once completed, students can create a summary
          based on the content that was discussed in class on
          the particular workshop.
Ideas to Write in the Content Areas

      Facilitators can bring current topics to discuss
       with students and they can summarize ideas
       using the interactive writing activity (Social
       studies, science, math, etc.)


       TASK:

       •Read article
       •Summarize
       •Specify the message
       •Present
Ideas to Write in the Content Areas

   Advantages:
       This helps students to think about the print and
        their understandings of the conventions of
        language.
       It helps facilitators in identifying those areas that
        students need help with or confirm that the lesson
        was successful.
Ideas to Write in the Content Areas

   Summary Writing
       Gives facilitator information about how students
        condense information
     Demonstration of ability to recapitulate
     Leads to higher levels of understanding

            Based on a reading
            Based on the viewing of a video
       Demonstration of understanding
Ideas to Write in the Content Areas

   RAFT
       Helps students take different perspectives in their
        writing and their thinking
       Provide a scaffold for students as they explore
        their writing based on various roles, audiences,
        formats and topics
Ideas to Write in the Content Areas

    Role: What is the role of the writer?

  Audience: To whom is the writer writing?

  Format: What is the format for the
 writing?

  Topic: what is the focus of the writing?
Ideas to Write in the Content Areas

   Prewriting Think Sheet
       Helps students discover what they know about the
        topic
       Helps them see connections within the discovered
        knowledge

                                         See handout think sheets
Ideas to Write in the Content Areas

   Focusing your thoughts
       It helps students to narrow the focus of their
        writing
   Group Summarizing
     It helps students during the drafting process
      because facilitator and students can work
      collaboratively on the strategy
     Could be done individually or in small groups
Ideas to Write in the Content Areas

   Word Sorts

     Students engage actively in the evaluation process

    Students experiment with different connotations of
     words and when appropriate they can include them
     in their writing.
               Assessing Writing
   When assessing writing:

       Consider the purpose of the writing

       Make expectations, instructions and criteria as
        explicit as possible
        Authentic Assessment
TASK:


Read the article on assessment

Define authentic assessment with
 your group and indicate examples
 of these assessments used in your
 class

Share

				
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posted:10/4/2011
language:English
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