Writing breaks, exit slip, admit slip, brainstorming, drawing and illustrating, clustering, mapping... All featured in this section. Any experiences you have had with these strategies that you would like to share? How might you incorporate these writing strategies within your own classroom?
We are a community of learners and explorers--really we are scientists testing the waters--how might we learn from one another?
I love the break-down the text has for introducing Writing to Learn activities in terms of “Getting Started,”
ReplyDelete“Working the Room,” “ What Can Go Wrong,” etc. It makes every activity accessible and applicable to all content areas. For me, the “Variations” section in each activity I found most useful, as I feel I am already doing most of these activities in the English classroom, but now have new ideas in HOW to present them. For example, I have always used Exit Tickets, but never thought to use them in the form of “admit slips!” At the beginning the authors say “less content can be more, if more is retained” and I completely agree, tying back to our last classroom discussion of “go-deep, not wide.” By focusing and teaching skills we are providing students with knowledge beyond recall information so they can apply the skills successfully across the wide-ranged content we try to cover and apply their knowledge to their current and future daily lives.
Check out this webinar on using technology to teach writing across the content areas with the following link to a student collaborative Wiki example of using pro-active persuasive writing for citizenship in the science classroom.
Webinar:
https://sas.elluminate.com/site/external/launch/meeting.jnlp?sid=2008350&password=M.438D554F4A450D77B901E14104C303
Wiki for Science to Build Collaboration and Citizenship:
Carbonfighers.pbworks.com
Thank you for sharing your reflection on the text. The webinar must have closed. It brought me to a blank session. The Carbonfighters wiki was also hidden from me. Perhaps I entered the wrong information.
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