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anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

islt9440.wikispaces.com/About+diigo.com

technology diigo

shared by Ross Davis on 15 Nov 10 - No Cached
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
  • The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. In an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the Internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
  • ...10 more annotations...
  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
  • Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
  • and tag websites
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
  • The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
  • Chuck Baker on 15 Nov 10
     
    My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Florence Dujardin

Effects of electronic outlining on students' argumentative writing performance - de Sme... - 1 views

onlinelibrary.wiley.com/...abstract

writing outlining software

shared by Florence Dujardin on 23 Jun 11 - No Cached
  • Florence Dujardin on 23 Jun 11
     
    This study examined the effect of electronic outlining on the quality of students' writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self-report data from 34 tenth-grade students of a Dutch pre-university school were analysed. Students wrote two similar argumentative texts with or without an outline tool. Results show that electronic outlining improves the quality of students' argumentative texts and decreases mental effort. Answers to a retrospective questionnaire showed that a short instruction on the outline tool was sufficient for students to understand its working and that most students experienced the tool as beneficial. Finally, results indicate that without specific instruction on text planning, students hardly devote any time to this important aspect of writing.
Josh Flores

Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views

www.parcconline.org/...content-frameworks-elaliteracy

PARCC commoncore framework tools resources

shared by Josh Flores on 12 Mar 13 - No Cached
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Quarterly Modules - but could be adjusted for your school's purposes.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Ingredients!
  • shape the content within the modules in any way that suit their desired purposes
  • ...54 more annotations...
  • re-order
  • order in which the four modules may be used is not critical
  • ocus and emphasis on the types of texts
  • What changes
  • is the
  • analytic reading
  • examining its meaning
  • read and reread deliberately.
  • understand the central ideas
  • supporting details
  • entails the careful gathering of observations
  • overall understanding and judgment
  • omparison and synthesis of ideas
  • drawing on relevant prior knowledge
  • suggests that educators select a minimum number of grade-level-appropriate short texts
  • as well as one extended text
  • in lower grades, chosen texts should include content from across the disciplines.
  • upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      The Nonfiction Split
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Elementary and Secodnary
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Selecting Multiple Texts
  • present their analyses in writing and speaking
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
  • all students need access to a wide range of materials on a variety of topics and genres
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      INTERNETS: Open Resource Revolution!
  • students improve both their reading comprehension and their writing skills when writing in response to texts.
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      I knew it!
  • notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Examples of Writing Practices
  • hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
  • narrative story and narrative description
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      TWO TYPES OF NARRATIVE Writing
  • creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
  • include writing under time constraints
  • writing over multiple drafts
  • generate writing pieces in response to teacher-provided prompts and to their own prompts
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      LEVEL Qs: Teach students to generate Academic Questions to explore
  • For reading and writing in each module
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      Essential READING & WRITING Skills
    • Josh Flores
      Josh Flores on 12 Mar 13
       
      for ELA/Literacy
  • Understand and apply grammar:
  • Cite evidence and analyze content
  • Understand and apply vocabulary
  • Conduct discussions and report findings:
  • grades 3-5
  • two standards progression charts for each grade level
  • Writing
  • peaking and Listening
  • Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
  • suggests both the number and types
  • Students
  • offer one way of organizing the standards
  • quarterly modules
  • reflects the integrated nature
  • four sections
  • to express an opinion/make an argument or to inform/explain
  • write
  • citing evidence
  • analyzing
  • grammar
  • vocabulary
  • discussions
  • reporting
Christopher Lee

Why I Like Prezi - 0 views

blog.pamelafox.org/...why-i-like-prezi.html

prezi powerpoint ppt presentation edtech tools

shared by Christopher Lee on 25 Jul 12 - No Cached
  • Christopher Lee on 25 Jul 12
     
    Why I Like Prezi In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice. Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why: It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them. It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
A Strang

Welcome to Great Source iwrite! - 5 views

www.greatsource.com/...index.html

writing language Resources literature six traits of writing

shared by A Strang on 28 May 09 - Cached
  • A Strang on 28 May 09
     
    A variety of templates, tutorials, and graphic organizers introduce and explain the major forms of writing (narrative, persuasive, expository, research, response to literature) and help students develop practical writing skills - from coming up with a topic idea to publishing a polished work. Developed in collaboration with Microsoft for Learning Essentials, these tools offer solid instruction from the popular, research-based Write Source series of writing programs.
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Mark Gleeson

Writing Ballad Poems through ICT tools - 59 views

mgleeson.edublogs.org/...ballad-poems-through-ict-tools

ballad poems writing ict

shared by Mark Gleeson on 21 Apr 12 - No Cached
  • Mark Gleeson on 21 Apr 12
     
    An outline of an upcoming unit on writing Ballad Poetry as a Narrative form using Edmodo and other Web 2.0 tools for writing collaboration
Javier E

Taking the Information Plunge With Tinderbox | Mac.AppStorm - 146 views

mac.appstorm.net/...ormation-plunge-with-tinderbox

information understanding structure app software writing

shared by Javier E on 18 May 11 - No Cached
  • Tinderbox “the tool for notes.”
  • The power of Tinderbox comes from its ability to display those notes in a number of different and helpful ways, and its array of mechanisms for manipulating those notes.
  • Tinderbox is a toolbox full of tools that let you play with information. DevonThink Pro is a better tool for research, particularly when linked with Devon Agent, OmniOutliner is a better outliner, Scrivener is a better writing tool, and Omnigraffle does a better job of drawing. All of these tools are great, but while they overlap some, they don’t cover everything Tinderbox does.
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  • For many years, I have walked into large, complex businesses and attempted to identify what was going on and how it could be done better. My job was part Qualitative Research, part Quantitative Research, and part Political Analysis. Qualitative Research has a number of tools for analyzing interviews and playing with the data, teasing meaning out of diverse viewpoints. I used these tools effectively, but I wish I’d had Tinderbox earlier in my career because it would have made this job easier. Tinderbox is a far more useful tool for ‘right-brained’ qualitative analysis than most of the other tools I’ve worked with, but even that sells it short.
  • Very few people I’ve seen truly understand its character as a tool box for manipulating and exploring information.
  • I have been using TB for just over a year and it has become my second top application after Scrivener. (I also use DEVONThink Pro) I have planned a trilogy of novels on it, and a detailed timeline for the first novel. I’m currently editing the first novel, which is to come out in Feb 2112, and I have set up my Scrivener screen so that the timeline occupies the lower third of my screen (though the Apps can be viewed together in other ways).
  • As for the trilogy, the plan is a work in progress using map view. But the power to manipulate the characters, events and relationships, and run what-ifs, has far exceeded my expectations.
Charity Fisher

Teachers Testimonials : TTS Online : Free Text to Speech : Read The Words - 83 views

www.readthewords.com/TestTeachers.aspx

exceptional students Language Impaired Learning Disabled in Autistic PDD tools reading aid diversity

shared by Charity Fisher on 28 May 11 - Cached
  • find ReadTheWords.com to be one of the most useful services on the Internet today. Many LD (learning disabled) students struggle with auditory processing.
  • these students are very capable, they tend to favor auditory processing, versus the more common visual processing. It is important that these students learn how their mind works and modify their learning techniques accordingly.
  • 5 students incorporate this service for study of their weekly vocabulary words. We started by making an audio file of the words and definition, and turned it into an mp3 format. The students spent 10 minutes each day on the computer. Each student has averaged a minimum of a full letter grade higher. Two students have received perfect scores for the past 2 weeks.
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  • ReadTheWords.com been created to cater to these students.
  • ReadtheWords.com is an AMAZING SERIVCE for young students.
  • ReadTheWords.com allows me to create listening material for some learners that struggle a little bit. It allows my students to read along with the Virtual Avatar Reader. This saves a lot of time so I can focus on certain children without slowing down the rest of the class.
  • We create links to audio files that read our upcoming events, and we use it to help visually impaired patrons read anything - articles, letters they have received, emails that can be copy/pasted from their email account...the possibilities are endless! On a personal level, I have been using ReadTheWords toolbar plug in.
  • service with my university students who are learning English
  • brings the text to life, and stimulates my second language learners in a dynamic way. I would recommend this program to all foreign language teachers,
  • I have been assisting students to create audio files of study review materials. This greatly helps them decode and analyze the material for comprehension. I have seen a great improvement on test scores
  • Students listen to a piece of their own writing, so they can hear if what they wrote sounds correct. It helps students with comprehension, spelling, grammar and structuring sentences.
  • This service is godsend for many students, especially auditory learners. I cannot even begin to imagine how many people this will help in the future. We just received approval to offer this service to our entire school. (Email webmaster@readthewords.com to get a special deal like we did.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      I believe that the audio could act as a reinforcer of the written word as students read. This could be helpful not only with students who are Language Impaired, but also for students who struggle with reading comprehension.
    • Charity Fisher
      Charity Fisher on 08 Oct 12
       
      This website could be benefitical to students who are Hearing Impaired or Learning Disabled in Reading.
    • Charity Fisher
      Charity Fisher on 08 Oct 12
       
      Thsi tool can reinforce the written word and comprehension.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      Something not mentioned by these teachers is the possible benefit to Autistic and Aspergers students. I can this being used as a reward or incentive because the work could be done independently. Since these students generally feel more at ease working independently, it would a motivator to them.
    • Charity Fisher
      Charity Fisher on 31 Aug 12
       
      This could be a great tool for Language Impaired students, but also Learning Disabled in reading as well. The audio would act as a reinforcer of the written material. Even though this is learning or reading comprehension tool, students may see it as a reward thereby motivating them to read more. This could a aid to any teacher attempting to motivate reluctant or struggling readers.
  • Jackie Smith on 28 May 11
     
    readthewords.com for Special Ed, ESOL, Low Level Readers, Writing and More!
  • Charity Fisher on 31 Aug 12
     
    Read The Words could be a beneficial tool to students who are Language Impaired and/or Learning Disabled in Reading. The audio can reinforce the written word and increase comprehension. Also, it could be a valuable tool for autistic students who prefer to work independently. They can use this to aid comprehension and also it could be a reward. This tool could also add interest to text for any student.
Glenn Hervieux

Poetica - Edit Documents Online as if You Were Writing on Paper - 61 views

www.freetech4teachers.com/...ocuments-online-as-if-you.html

writing webapp

shared by Glenn Hervieux on 14 Nov 14 - No Cached
  • Glenn Hervieux on 14 Nov 14
     
    "Poetica is a neat new service for collaborative editing of documents. The best feature of Poetica is its similarity to writing on a paper document. While reading a document you can click on any word or space between words to insert a line drawn to the margin where you write your comment. Clicking on a word or space also allows you to simply insert a suggested word above the line. If you want to suggest a change for an entire sentence you can highlight it and insert a drawn line to the margins where you can write your suggestions. Your suggestions are written in blue while your corrections are written in red." Supports imports of .docs, .pdfs, .rtf files.- definitely want to use this as a tool with Chromebooks
Glenn Hervieux

inklewriter - 19 views

www.inklestudios.com/inklewriter

Digital Storytelling interactive writing

shared by Glenn Hervieux on 04 Mar 14 - No Cached
  • Damianne President on 04 Mar 14
     
    inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and creative writing.
  • Glenn Hervieux on 29 Mar 15
     
    "Inklewriter is a free tool designed to allow anyone to write and publish interactive stories. It's perfect for writers who want to try out interactivity, but also for teachers and students looking to mix computer skills and creative writing."
Maggie Tsai

The Classroom » Using Diigo for Organizing the Web for your Class - 13 views

theclassroom.ca/...anizing-the-web-for-your-class

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Using Diigo for Organizing the Web for your Class 31 07 2007 A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo. My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006) After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right? Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what? Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play. Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class! One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
Mark Gleeson

Overview | Pew Internet & American Life Project - 29 views

www.pewinternet.org/...Summary-of-Findings.aspx

writing technology survey Pew digital literacy

shared by Mark Gleeson on 20 Sep 13 - No Cached
  • Mark Gleeson on 20 Sep 13
     
    Interesting discussion of survey results regarding the impact of digital tools on writing. The question for me is: what is making the greater impact the digital tool or our progress in adapting our writing curriculum to match the current state of how language is presented to and consumed by our students?
Kate Pok

Five Best Distraction-Free Writing Tools - 16 views

lifehacker.com/...distraction+free-writing-tools

teaching Writing tools Lifehacker

shared by Kate Pok on 25 Nov 11 - No Cached
  • Kate Pok on 25 Nov 11
     
    title says it all- distraction free writing tools
Steve Ransom

The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools | P... - 82 views

www.pewinternet.org/...rs-technology-and-writing.aspx

writing digital report study research kids students technology

shared by Steve Ransom on 17 Jul 13 - No Cached
  • Steve Ransom on 17 Jul 13
     
    Asked to assess their students' performance on nine specific writing skills, teachers tended to rate their students "good" or "fair" as opposed to "excellent" or "very good." Students received the best ratings on their ability to "effectively organize and structure writing assignments" and their ability to "understand and consider multiple viewpoints on a particular topic or issue." Teachers gave students the lowest ratings when it comes to "navigating issues of fair use and copyright in composition" and "reading and digesting long or complicated texts."
marlene hardin

BoomWriter | Read, Write, Compete... And Get Published! - 123 views

boomwriter.com

writing collaboration publishing edcampphilly

shared by marlene hardin on 28 Nov 11 - No Cached
  • chad even on 28 Nov 11
     
    Boom Writer blends creative writing and social media technology to provide a competitive writing platform that is integrated into the national education curriculum. The goal is to give schools a platform for a more engaging creative writing process, give teachers a tool that focuses their students on creative writing techniques and all the students have fun in the process. With a slick and easy to use interface, Boom Writer is a worth while tool for writing in the classroom.
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