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Writing to Learn Strategies: General/Social Studies Classroom Applications…
Writing to Learn Strategies: General/Social Studies Classroom Applications
Brainstorming: creatively generate ideas; in history, could utilize flowcharts (cause-effect), timelines (chronology), venn diagrams (compare/contrast)
Double-entry journal:Note Taking that divides information into information (taken from notes or lectures) and personal reflection/ from the student; social studies application: have students take notes, note more detailed/contextualized responses upon further analysis
Reflective write:meant to flesh out experiences through writing after an assignment/class exercise and provide constructive space for student feedback
Clustering: group ideas/main concepts together while brainstorming
Mapping: can be a form of brainstorming/drawing and illustrating; useful in history to unpack complex timelines/historiographical assertions/arguments
Write around: rotating written conversations that builds through class responses to a topic; useful for showcasing varied viewpoints on a topic
Exit Slip: Quick prompts for students to reflect on in the last moments of class; useful for formative assessment/review
KWL: What do you Know about the topic? What do you Want to know?, What did you Learn?: Useful for activating, assessing, and building on prior knowledge (before, during, and after reading/learning about a topic)
Drawing & Illustrating: similar to brainstorming; history application: possibly model incorporate exhibition design to model the visualized historical concepts
Non-stop write:timed writing; utilizes quick-writes as a pre-unit exercise; circle back after the unit to fill information gaps/iron out misconceptions
Written conversation: informal writing opportunity for students to pass notes and reflect on what they've learned; possible low-stakes opportunity for reflection
{Modified Oral Conversation}
Carousel Brainstorming: collective brainstorming that builds through active class participation and "stations;" history application: unpack multiple causes/answers to a complex historical question, could be an excellent framing device
Admit slip: short writing assignment to introduce/review concepts and "admit" students into class; ; useful for formative assessment/review
Writing Break: Quick reflection for students between lectures or class activities; useful for formative assessment/review
Teacher-Student Correspondence: personal communication with the teacher, provides opportunity for instructors to tailor lesson plans to support individualized learning goals
Personal Favorite: Annotations - informal, high impact strategy that de-mystifies dense texts; can encapsulate a multitude of all strategies listed, including brainstorming, drawing + illustrating, clustering, or mapping
Provides support in the Pre-Reading + During phases of reading comprehension
UDL Principle: Representation
-Presenting information and course content in multiple formats so that all students can access it
-Provide alternatives for accessing information (e.g., visual, auditory)
-Provide or activate background knowledge in multiple ways (e.g., pre-teaching concepts, using advanced organizers)
UDL Principle: Engagement
-Stimulating students’ interests and motivation for learning in a variety of ways
-Provide options that encourage collaboration and communication (e.g., peer tutoring)
Writing to Demonstrate Learning Strategies: General/Social Studies Applications for Students
RAFTs
Allows flexibility in format (such as a news story, letter, dialogue, or speech) and promoting the use of roles (as historical figures) to interact with a particular impact a particular audience (impact of the historical figure's "role" in history), this exercise could be a great way to scaffold historical thinking for students. Ultimately provides students with an easier way to demonstrate their ability to unpack sources
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Support Students who might have a LD such as dysgraphia; option for oral assessment
People Research
Students conduct research through conducting questionnaires and interviews; allow choice, time to write & revise, time for modeling, structured peer collaboration
Brochure
Newspaper Front Page
Student-created newspaper articles that serve as "summary" writing activity; similar to RAFTs in creative roleplaying and identifying an audience to reflect on topic
Web Page
Display writing on the Web; utilizing creative media to illicit creativity in summative assignment
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Adobe Spark Page Auto-Generated Graphics to support accessibility for students with PD
Faction
Factual research + imagination; fictionalized account based on facts; could possibly personalize historical narratives
Flexibility in allowing students to choose media for summative assignment; brochures can help students review notes and prepare for an exam; present the information in an interesting + understandable way
UDL Principle Action and Expression
-Allowing students alternatives to express or demonstrate their learning
-Provide options for responding (e.g., keyboard instead of pen to complete a writing assignment)
-Provide options for completing assignments using different media (e.g., text, speech, film, music)
WTDL:
Scaffolded writing assessments for students to demonstrate learning in what they've read before completing a more "formal" or intense academic historical research project/paper.
*HATs (Historical Assessments of Thinking): formative assessments that effectively provide a multitude of data points for teachers to interpret and monitor progress for students. Quick writing exercise for students to demonstrate learning. May be used to measure a student’s ability to think historically (asking what is happening in a primary source, and how this might be contextualized within a broader timeline).
WTL:
Exploratory, informal, personal, one draft, unedited, ungraded; students actively grapple ideas, transform them, and put them into their own words (Daniels, 26).
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Ryan Padilla
*Modeling exhibition design in the drawing & illustrating WTL strategy
Written WTL Options
Visual WTL Options
Oral WTL Options
Incorporating UDL Principles into Different Writing Strategies in the Reading Comprehension Process (for Secondary Education - Specifically at the Middle School Level for Social Studies)