Chapter 8 broke down, to me, more than the article and Iunderstood "writing to learn" better. It discussed, that alot of teachers often believe that writing is best left up to the English teacher, and that it shouldn't be used as much in other subjects. Which I can contest to, because when I was in middle school, I only remember writing heavily only in my English courses, not so much in others. Because of that, that made me so much enjoy writing and not enjoy English.
Writing to learn actually has you thinking about your thinking in a way. It shows what you really know and not just writing or throwing something down on paper. Like for instance this blog, it really has me thinking about what I am writing not only for it to make sense, but to show that actually understood what I read. One thing the article points out is that writing to learn engages students, extends thinking, deepens understanding and energizes the meaning-making process. The article had several different strategies to improve ways of writing to learn.
Another point the article made was creating checklists which is an role of assessment in writing to learn. Rubrics to me let students know what is expected out of their writing, it does not limited me in a sense that it does others. I feel that it points out what the teacher is looking for exactly, and that I am not writing about something that they are not looking for. Referring back to the article, a rubric "makes public the key criteria that students use in developing, revising, and judging their own work." This can improve a students work! Take for instance this blog, I wasn't sure how to go about and start writing it until Dr. Bishop sent out the example of a blog, and that showed me what he was expecting out of my blog. So not all the time checklists are good, but for some, like me, they are.
Nice points brought out! I agree about the using of rubrics because to me they are very very very useful. I love rubrics! I'm not sure if I will use them for my class because I haven't gotten my own class yet and that's one of those things that I would do if it helps the student. I understand what you mean because for me, as a learner, I like to know exactly what it is my instructor is expecting of me. When I don't know, they receive plenty of emails from me asking a zillion questions.
ReplyDeleteNice post, Rachel, I particularly like, "Writing to learn actually has you thinking about your thinking in a way. It shows what you really know and not just writing or throwing something down on paper. Like for instance this blog, it really has me thinking about what I am writing not only for it to make sense, but to show that actually understood what I read. One thing the article points out is that writing to learn engages students, extends thinking, deepens understanding and energizes the meaning-making process." And not just because it rings so true and is so obvious, but because you hit on that metacognitive element of writing-to-learn. Also, I hear you about the checklists/rubrics/examples, seems these are important when getting to know writers and writing expectations. Like, as you mention, these blog postings for example, it makes sense for me to give some personal feedback. I love the way you point directly to a place in the text (wonderful) and at the same time, let me remind you to post two questions for your readers that arise while you're reading. Great job. Dr B
ReplyDelete