Writing to Learn

October 24, 2016

Mary HarwoodVirginia Petitt

Introduction• One major goal of CCSS is to

improve students’ writing by encouraging and supporting the use of writing across the curriculum.

• Our goal tonight is to share some strategies that will support the teaching of writing in your science classroom.

Questions• What types of writing are

you already using in your classes?

• Into which parts of your content area does writing naturally fit?(Please share your responses in the Chat window)

(More) Questions...• What do you like about what

you are already doing? • What challenges or

concerns do you have with including writing in your classes?

(Please share your responses in the Chat window)

Overall strategy• Increase students’ comfort level

by making writing “low stakes.”• Uncensored and less structured• Value placed on thought,

expression and learning rather than grammar and “right answers”

• Focus on “getting ideas down;” creates ownership and investment

Strategy 1: Grade simply• Focus on process & completion: Get it down on paper!

• Critical thinking skills: Students develop and test theories and learn to look for evidence; correct answers are not the immediate goal

• Developing voice without criticism

Strategy 2: Students share

• Partner, group or class• IMPORTANT: First build community,

teach group process, and develop norms

• Create consensus on answers when appropriate

Strategy 3: Differentiate• Differentiate learning through group

work• Share and make annotations on own

work:• Conversations as idea generators• Annotate and correct• Add examples, diagrams, or

drawings• Learn to provide positive feedback

• Great idea!• I want to do that too!

Strategy 4: Feedback Strategies

• Avoid pointing out errors; instead say:• I like this here; do more of that.• Tell me more about _____.• An example or some descriptive

language would be helpful here because _____.

• Ask for permission to ask a challenge question.

Challenge Questions • Can you think of an example that

could help you prove your point that ____?

• What is a counter argument that you could offer someone who disagrees?

• I was a little unclear on what you meant by ___. Can you please reword it to help me understand?

Strategy 5: Create Open QuestionsClosed Questions: Ask for a specific answer.Open Questions: Broad, non-threatening invitations with which anyone can interact.

Example: Closed vs Open QuestionCLOSED: What color is the sky today?OPEN: What do you notice about the sky today?

Let’s try out Strategy 5, using Strategy 2

Turn this “Closed” Questioninto an “Open” Question:

What colors do leaves turn in Fall?

(Whole class; Please share your ideas in Chat Window)

Strategy 6: Use VTS

How might VTS strategies be used to engage students in writing?

Sample Low Stakes Writing Prompts

What do you notice?What’s one things that you know and one question that

you have?Predict what’s going to happen

next.

Sample Low Stakes Writing Prompts

Come up with a list of questions about __.

Why or why not?Create exam journals.

Low Stakes Writing Prompts for Science

How would a scientist describe___?

Seek connections: Show several pictures that seem

unrelated and ask them how they might be connected.

Let’s try using VTS

Compose an answer to the following FROM A STUDENT’S POINT OF VIEW:

You’ve got a sore throat. Your mom suggests that you gargle with salt water. You take her advice and feel

better. Why might this work?

Advantages of Writing for Learning

1. 2.3.4.

(Please share your ideas in Chat Window)

Thank you for attending!

Any questions?You can find us at

readwoody@gmail.comvpetitt@gmail.com

Adapted from http://www.edutopia.org/practice/low-stakes-writing-writing-learn-not-learning-write