1.Writing-to-learnHow to use writing in every classroom toimprove content area learning.

2. The top 10 reasons why you write:(use your brochure to record your response)1.2.3.4.5.6.7.89.10.Why do you write? 3. The top 10 reasons why I write:1. To remember things - listsWhy 10? It makes you go past2. To plan the obvious and think3. To figure out what to domore deeply.4. To explain my opinion (to complain)5. To model6. To say thanks7. To reflect and record - diary8. To make summaries9. To request things emails, letters10. Because I have to (eg. Reports)Why do we write? 4. Most of us write to:- Communicate information- Clarify thinking- Learn new concepts and information. Students need to practice to able to use writingeffectively to meet these same goals. One or two writingclasses just dont provide enough writing practice.A life of writing 5. Today, my goals are for you to learn: 1. Why writing is important in every classroom. 2. How you can improve student achievement in your classes by using writing-to-learn strategies.Learning intentions 6. ASK YOURSELF How often do you ask students to write? What types of writing do you ask of them? Do you encourage learning through writing? Research shows that if students arent writing often, in everysubject, they will lose confidence in writing, resent it whenthey are asked to write by only some of their teachersand, most importantly, not learn as effectively as they could.Writing in YOUR classroom? 7. Its more difficult to convince teachers that writing is a learning process than it is to convince them that talk is, because so often teachers use writing as a way of testing. They use it to find out what students already know, rather than as a way of encouraging them to find out. The process of making the material their own--the process of writing--is demonstrably a process of learning. James BrittonWriting and teaching. 8. In recent years, our NAPLAN data shows that at least 60% of ourstudents are operating not at the expected level in writing. In particular, the majority of boys at our school are well below theexpected level in writing, and fail to progress at the expected ratebetween Year 7 and 9. Anecdotally, many teachers comment that students in all subjects arereluctant to write. Our VCE data suggests that student performance in a range writtentasks in most subject areas is below where we would like students tobe. WHAT CAN WE DO?Writing at SHC. 9. Increasing non-fiction writing in our classrooms raises studentachievement in all subject areas (Peery, 2009). Writing about the material helps students learn it better and retain itlonger, whatever the subject (Nilson, 2008). Its hard to write something of substance without knowing the subjectwell writing-to-learn activities prepare students for this. Bangert-Drowns, Hurley and Wilkinson (2004) found that writing-to-learn activities can have a positive impact on academic achievement.In particular, the use of metacognitive prompts those that madestudents reflect on their current knowledge, confusions andlearning processes- proved highly effective.What the research says. 10. There are two broad terms used to describe cross-curricula writing:writing-to-learn and learning to write. Writing to learn activities are designed more for meta-cognitive effect ie for students to record their ideas, reflect upon theirlearning and grapple with unfamiliar content. The goal is for them tolearn more deeply. Learning to write activities result in more polished products.These must show content area learning plus competency in aparticular writing form. While all subject area teachers are required toteach students how to write specific forms of writing and use subjectspecific vocabulary, it is the responsibility of the teachers of Englishto instruct students in the mechanics of the English language.How is writing-to-learn different to otherwriting we ask students to do? 11. Writing-to-learn activities, which are generally shortstints of writing, can switch students brains from off toon. It is necessary to have students write in order for them todeepen their own learning. Is assists them to reflect ontheir learning, which is linked to increasedunderstanding, and supports their increasinglysophisticated use of specific vocabulary.Writing to learn 12. In order to make the writing process an importantcomponent of learning in any class, we must first makesure that our students are comfortable with it. Low risk, engaging writing must precede higherrisk, intellectually rigorous writing.Writing-to-learn 13. Writing to learn (low stakes) Published writing (high stakes)Short SubstantialSpontaneous PlannedInformalConventionalExploratory AuthoritativePersonalAudience centredOne draft DraftedUneditedEditedUngradedAssessableTypes of writing 14. 1. Use the graphic organiser provided to identify the low and high stakes writing activities you use in your classroom.2. Then, use the top section of the Y chart to evaluate how you use writing in your classroom. Write for one minute.A writing break 15. Turn to a partner and share your thinking about writing inyour classroom. The person who travelled the greatest distance fromSwan Hill during the holidays speaks first for 30seconds, then swap.Think, write, pair/share 16. Low stakes writing-to-learn activities lead students to make decisions, encourages them to engage with ideas, forces them to think about how words work and which ones to use, and helps with later recall of ideas.The importance of low-stakes writing. 17. Daniels and Zemelman 18. What writing-to-learn isnt. 19. Turn and talk Define writing-to-learn and explain whyit is important . Tallest person speaks first 20 secondsNext tallest adds something new 10 secondsNext tallest adds something new 10 secondsLast speaker sums up what was said 20 seconds. Now write. In your brochure, define what writing-to-learn is. No talking! Vocabulary to use: Metacognitive, reflect, think, record , short, exploratory, informal, lowTalk then write stakes, unedited, ungraded, retain, r egular, 20. Some writing-to-learn strategies can replace wholeclass discussions. Whole class discussions: Pulling teeth One person talking and twenty five waiting for a turn Doesnt require all students to engage with the material andthink.Why write rather than talk? 21. Writing-to-learn Listing Note-taking Graphic OrganisersReflective Writing Creative writingABCCornell notes Venn diagramsRAFT Top 10Combination notesTree charts I am poemsTop 3OutlinesFlow charts Entrance and exit slips Bio poems Cycle diagramsThink, Write, Pair/share Recasting the text 4 square reflectionMost important word and symbol Processing your processWriting to learn activities Source Peery, Writing Matters in Every Classroom, 2009 22. At the beginning of a lesson: Activates prior knowledge Activates further thinking Supports setting class and individual goals 20%Along the way: Stop and collect thoughtsLearning Framework Sort out ideas60% Notice and record thinking To ensure everyone is on task and thinking Review and re-adjust goals Get ready to move aheadLater Synthesise learning Connect with others20% Compare notes Reflect on learningWhen to use writing-to-learn activities? 23. Use the brochure to complete this activity There are photocopies of different writing-to-learnactivities: Admit/Entrance slips, Lists, CornellNote, and Writing Breaks. Distribute them amongst the group. Summarise the key features of your writing-to-learnactivity and identify how you could use it in your subjectarea. You have five minutes to do this. When directed to begin, share your findings with yourgroup. Each person will have one minute to talk. Takenotes as required. You have four minutes (one minuteper person) to do this.Group work writing-to-learn activities 24. In your brochure, brainstorm the writing-to-learnactivities you could use next week.What can I start to do next week? 25. Top 10 list Writing break Think, write, pair/share Talk then write Graphic organiser Cornell Note Top 3 list with justifications Admit/entrance slip ABC list Exit slipWriting to learn activitiesintroduced today. 26. If theres time!! Learning Framework Visuals Talking Variety Boxes and borders brochure ICTWhole group discussion 27. WHERE TO NEXT? Many students, especially boys, dont arrive in our classesthrilled about writing in general. Many have the notion that writing is reserved for Englishclasses. A lot of our students lack writing confidence, so writing tolearn activities are a way of building confidence, competenceand knowledge in non-threatening ways. Try one or two activities to start with, ones you feelcomfortable with or are new to you. Share ideas. Further PD will be provided to develop your writing-to-learnknowledge and broaden the variety of activities you use. Remember the more you ask your students to write andto solidify their thinking, the more they learn.Start using writing-to-learn activities straight away. 28. Exit slips are another writing-to-learn tool. They are a good way toget feedback about what students learnt in the lesson. Keep thequestion simple. It can be topic specific, ask about learningproblems, what was enjoyed, what skills were learnt, what activitywas best for learning etc. Collect them to inform your teaching in thenext lesson. There are many templates to adapt on the internet. Please complete the exit slip and hand it to me before leaving.Reflection the exit slip 29. Cobbin, Keay and Willy, Steve, Literacy Coach TrainingWorkshops, Bastow Institute of Educational Leadership,2011 Nilson, Linda, Writing-to-learn Activities andAssignments from Teaching At Its Best, 2008 Peery, Angela, Writing Matters in Every Classroom,Leadership and Learning Center, Englewood, 2009Sources 30. Photocopies of explanations of four writing-to-learnactivities Lists, Cornell Note, WritingBreak, Admit/Entrance slips Note taking booklet top 10 list, low and high stakeswriting, writing break, group work Reflection - Exit slip. Explanation for writing break and exit slip for take-aways (see Writing to learn word doc)Materials needed