Additional Pieces of the Teaching Puzzle

Section Contents Ethics in Teaching Lecturing Presentation Suggestions Learning Technologies Dealing With Difficult Group Members Using Concept Maps Information Seeking Skills Evaluating Web Sites Writing-to-Learn

Writing-to-Learn (Source: Barbara Christian, The Learning Commons, University of Guelph) Writing and thinking are inextricably linked. By putting things in writing we construct meaning and develop new ideas. TAs are rarely involved in constructing formal course assignments, but by using informal writing activities in seminars, tutorials, and labs, TAs can teach their students new ways to think critically and analytically (in support of course assignments). Informal written assignments can also enrich discussion and debate. There are several ways we can use writing to promote discussion - by having a short five-minute mini-essay at the beginning of a class, for instance. Once students have had the time to think and write about a subject, they are much more willing to speak about it in class. A few suggestions for using writing-to-learn techniques follow. Some Informal Writing Exercises Freewriting Spontaneous, open-ended writing for a prescribed length of time (e.g., one sentence, one minute, three minutes, five minutes). Students can freewrite in sentences, or can use listing or clustering techniques. This method is most effective if all members of the class (including instructors) write continuously and simultaneously. Writing is not edited. Writing may be read aloud by some or all students. Unfocussed Students freewrite at the beginning of the class about any topic that comes to mind. This writing is usually kept private. Focussed Students freewrite on a particular topic or in answer to a particular question. Having students read aloud allows all student voices to contribute to a discussion and helps to legitimize all responses. Instructors can vary the question and the time it is assigned within the class: At the beginning of the class to summarize previous lectures, to identify questions from homework or readings, to identify the most important points about a topic. In the middle of a class to summarize the main points so far, to reflect on questions raised. When shifting topic in class to identify first thoughts or impressions about the new topic, to predict what they think will be covered next. At the end of the class to summarize the discussion, to identify questions remaining, to reflect on the most interesting/surprising piece of information learned. Instructors can ask students to do one of the following: Write at the beginning of class about what they know about a topic and what they want to know about a topic, and, at the end of class, what they have learned about the topic. Respond to "What is the most valuable thing you learned in class this week?" "What is the most important question you have that is still unanswered?" "What confuses you the most about the topic?" Make a two-column list with the facts about a topic in one column and what they believe, feel, or suspect about the topic in the other column. Freewrite definitions or word associations for a key word or term. Complete sentences such as "I was confused about . . . ," "Suddenly I realized that . . . ," "I never thought that . . . ," "I never would have believed that . . . ," "I didn't know that . . . ." · prepare for a class discussion by thinking about a question asked or topic raised, then freewriting, then sharing with a partner before class discussion begins. Process Writing (Metacognitive Analysis) Students freewrite about the thought process they went through to solve a problem or to come to a conclusion. If the problem has not yet been solved or a satisfactory conclusion reached, they can write about their thinking process in an attempt to identify the source of their confusion and to suggest and evaluate possible solutions or alternatives. Questions they might answer include the following: How did you just do what you did? What works, what doesn't work? If you had more time, what would you do next? Process writing helps students recognize and understand the patterns of thinking used in their discipline. Journals (Learning Logs) Students can keep a regular journal for freewriting about relevant issues raised within or outside of class. A minimum number of entries per week can be suggested. Making journal entries can also be used as a prewriting exercise for thinking about formal essay topics. Writing-To-Read (Dialectical or Double-Entry Notebooks) Students divide a notebook into two (or more) columns and record the following: in the left column, what is read, heard, or observed; in the right column, their response, reaction, feelings, or questions. The notebook is useful either when doing research for a formal writing assignment, when reading course material and textbooks, or when taking notes in class. The dialectical notebook can then be passed to another student for further response, comment, or request for clarification; or to several students within a group. By seeing other students' notebooks and the variety of comments they have made (either in the left or right column), students become more aware of how they themselves can improve their level of engagement with the readings. Notebooks can be divided into several columns if several students will be commenting, or responses from different people can be written in different colours. Prewriting A variety of exercises can be assigned to help students prepare for a formal writing assignment. Brainstorming/Freewriting/Clustering/Listing - Students write, without editing, anything that comes to mind about their topic. These techniques can be used to help choose a topic of interest, or to focus a thesis argument about the chosen topic, and can help students to recognize and develop themes and to encourage analytical thinking. Provides instructors with the opportunity to communicate with students about problems with or misunderstandings about the requirements for the assignment. Thesis Statement Admit/Exit Check - TA is available at the classroom door five minutes before and after class to quickly scan and respond to students' one-sentence thesis arguments. This approach can also be used to monitor topic selection or research plans. Dialectical Notebook - Students can respond critically to readings on their essay topics. Outlines - Students can write and revise an outline at any and all stages of essay writing. Peer Editing of Preliminary Drafts - Students can form peer editing groups for discussion of first or, preferably, second drafts. Discussions are most useful if limited to revision strategies rather than line-by-line editing. Student papers can also be posted to the course website to facilitate peer critique. Observational Writing Students write a detailed account of their perceptions as they observe or consider an object, a process, or an event. Language is informal and personal rather than technical. Believing and Doubting Exercise One student writes a passage taking a position on an issue, then reads it aloud. For a designated period of time, the other students in the group all adopt a "believing" attitude and discuss the subject from that point of view, adding details, examples, and supporting information. Then, for the same length of time, the students all take the "doubting" position, and offer opposing arguments and criticism. The original student writer makes no comment throughout the process; he or she takes notes on the support and criticism offered and can then revise the paragraph to address the new issues raised. Creative Writing (and Faction) Students use a combination of fact and fiction to write about their subject from different perspectives. Some of these techniques include writing dialogues between the authors of two papers, or between imagined, known, or historical characters with opposing viewpoints; writing dramas; writing imaginary interviews and letters; writing creative pieces using personification of non-human entities including cells, chemicals, plants (e.g., insulin writes a job application; broccoli applies to a video dating service). Audience Shifts Students write a passage explaining a concept or process or summarizing a class discussion for different audiences (e.g., another student, professor, public school student, grandmother, general public). Questions For The TA and Course Instructor To Consider When Using Informal Writing Exercises How will you incorporate a variety of exercises at a variety of times so writing remains spontaneous and students don't get programmed into a routine? Which exercises will you feel comfortable using? Will you introduce informal writing-to-learn activities gradually or all at once? When will you use these activities? Before, during, or at the end of class? Before or after the discussion of a new topic in class? Outside of class? Which exercises will you have students keep private? Pass to classmates for reading or for comment? Read aloud to a partner, to a group, or to the whole class? Hand in? Which exercises will you review yourself? Read aloud to the class? Respond to in writing? Which writing assignments will be mandatory? Contribute to the students' grade?  FMI The Learning Commons 1st Floor, McLaughlin Library Phone: (519) 824-4120, x53632 Email: commons@uoguelph.ca  Fax: (519) 821-4827 Previous Section | Next Section