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Collaborative Writing (Peer Editing (Purpose and Rationale (The same as…
Collaborative Writing
Peer Editing
Location in Text
Hutchinson, A. & Colwell, J. (2015) Bridging technology and literacy: Developing digital reading and writing practices in grades K-6 (107-115; 131-132). Lanham, MD: Rowman & Littlefield.
Purpose and Rationale
The same as directly responding to writing, by reading and editing other's writing, students can see different styles and techniques that they may want to incorporate in their own future writing
Students retain more of what they learn by teaching others than what they retain from direct instruction or reading/listening/viewing alone; peer editing helps them to develop and maintain strong writing habits by allowing them to demonstrate and discuss their knowledge with others
Digital Tools
Doceri
Allows students to directly annotate or comment on peer's work digitally. If students feel more confident providing or receiving handwritten feedback (so arrows or diagrams can be drawn, for ease of using proofreader's marks, etc.) this is a strong alternative to collaborative documents
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Group Brainstorming
Digital Tools
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Wordle
After completing a timed free-write or mind dump, students can upload their responses into Wordle to see a visual representation of the most common words and concepts; this can help students to see where their ideas fall in terms of popularity in relation to others, can provide students with new or additional ideas, and may also help to redirect some students who are a bit off track on a given topic
Purpose and Rationale
Digital brainstorming allows students to quickly reorganize their work as needed; when colors, fonts, and styles can also be manipulated, it adds another layer of organization to student's pre-writing
Collaborative brainstorming can help students who initially have writer's block or are reluctant writers to get started; by seeing some of the initial ideas of others, students are provided a jumping-off point, and will hopefully one day gain the confidence to begin written responses independently
Location in Text
Hutchinson, A. & Colwell, J. (2015) Bridging technology and literacy: Developing digital reading and writing practices in grades K-6 (109-110). Lanham, MD: Rowman & Littlefield.
Co-Authorship
Digital Tools
GoogleDrive
Can be used for documents, slide shows, shared folders, spreadsheets, websites, and forms/polls
Microsoft Office Online
Can be used for documents, slide shows, shared folders, spreadsheets, collaborative chat, and websites
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Purpose and Rationale
Students can collaboratively create presentations, write documents, and edit works
When grouped homogeneously, facilitators can focus on teaching or reteaching a specific set of skills as determined by group need
When grouped heterogeneously, students can build off of each others' strengths and help mitigate challenges
Location in Text
Hutchinson, A. & Colwell, J. (2015) Bridging technology and literacy: Developing digital reading and writing practices in grades K-6 (107-109). Lanham, MD: Rowman & Littlefield.
Responding to Writing
Purpose and Rationale
If work is published online and viewed by expert/outside audiences, students demonstrate heightened motivation as knowing that their work is not solely created for the teacher ups the authenticity of an assignment
By reading and responding to peer writing, students can see different styles and techniques that they may want to incorporate in their own future writing; they can also recognize what they do well currently and ways they may be able to help their peers
Digital Tools
Blogspot
Blog posts can be created by a teacher or another student for classmates to respond to; responses can directly address the initial post or build off of the ideas of another student
Discussion Boards
Threads can be created by individual students or by a teacher so that students can reply independently; teachers can require that students respond to a certain number of posts to ensure total and equal participation in the activity
Edmodo
Students can send responses to a given post directly to a teacher ensuring that other students cannot see their writing; this can lower the affective barrier a bit and encourage those who are reluctant to share their writing very publicly at first to gain confidence
Twitter
As Twitter only allows posts to be 140 characters, students can respond quickly and concisely to others or a given prompt; students can also take on a persona and post/respond to others as that character
Location in Text
Hutchinson, A. & Colwell, J. (2015) Bridging technology and literacy: Developing digital reading and writing practices in grades K-6 (112-114). Lanham, MD: Rowman & Littlefield.