University Park Campus
School (2016) Writing can be used for learning if students are free to express
themselves freely in their pieces as the objective is for them to use it as a
tool to layout their thought process and not to produce a final product. This is
a raw process that is imperfect as students can write about a topic freely without
fear of being wrong or mistakes being highlighted in red ink. In this process
the students think critically about a concept being taught and the teacher’s
role is to simply provide guidance and general instructions to prompt the
students thinking. Students can take control of their learning as they can apply
prior knowledge and past experiences to think critically as they attempt to
grasp a concept, and they can generate questions they want answered to allow them
to be further involved in their learning. In this case students can jot
down and analyze notes about a topic and reflect on the information to allow
them to express their understanding in their own words about a topic. This can
be applied to other subject areas which will allow for meaningful experience.
This can be used for a
grade 4 class. An example of writing to learn is the use of a KWL chart that
students can create in their books to record what they know, want to know,
and what they learned, and they can freely write their responses during
class sessions. They can also write journal entries on what they understand
about a topic as a home assignment.
By Prakash Seebarran
Reference:
University Park Campus
School (2016) Low-Stakes Writing: Writing to Learn, Not Learning to Write Low-Stakes Writing: Writing
to Learn, Not Learning to Write - YouTube
Mentioning the ways in which this strategy can be used is helpful like journaling and especially the KWL chart. I am also a person who writes to learn in the sense that if I'm given a test or a quiz outside of a subject area other than Mathematics, I must have handwritten notes to truly memorize the information to be studied.
ReplyDeleteWriting to learn can be used as a continuous reflective journal. students will be able to freely write and make their own inquiries. Like young journalists they can read and interpret information and publish their findings among their peers.
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