Enhancing Learning with Writing to Learn Strategy

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Harding High School
April 1, 2015
 
Writing to Learn
 
Explain the Writing to Learn (WTL) strategy.
Understand the impact  of WTL in the classroom.
Discuss the WTL and its role in student
engagement and mindset change.
Introduce eight WTL strategies.
 
Objectives
 
Writing to Learn, an anchor strategy, uses low-stakes writing
tasks as a way to push students to 
develop ideas and expand
understanding
.
 
Writing to Learn helps students 
internalize their understanding
of content.
 
With the anchor strategy, students use writing as a tool 
for
thinking and learning. The learning becomes student centered.
 
Why Use Writing to Learn?
 
Remembering:  
Students 
remember information better
when they produce something in writing about it.
Deepening Thought Process:
  Through writing
, students
clarify and organize their thoughts
Assessing Understanding:
  WTL gives the teacher 
a
snapshot of each student’s understanding.
Improving writing:  
WTL helps students become better
writers by 
developing their “voice” and “viewpoint” 
on
a routine basis.
 
The Value of Writing
 
 
Low stakes writing is daily 
and is used in multiple
classrooms. Teachers do not grade the grammar
or spelling.
Low stakes writing is short
—as little as two
minutes or as long as about eight minutes
“Jot down three adjectives that describe how
the story made you feel.”
“List two things that cause evaporation.”
“ “Summarize the steps to solve a problem.”
 
 
Low-Stakes Writing
 
Writing to Learn—and student engagement—uses other
Common Instructional strategies:
Writing prepares students for 
Literacy Groups 
or
Collaborative Group Work
Writing transitions to 
Classroom Talk 
and 
Questioning
Writing accesses prior knowledge as a form of
Scaffolding
 
 
 
Writing to Learn—and the Six Instructional Strategies
 
 
Writing to Learn is a personal tool
that students use to figure out what
they already know and what they
would like to know.  With writing,
students 
engage with the text 
or in
problem solving
.”
 
 
Are you yourself comfortable with
writing?
How do you already use writing in your
classroom?
Stop and write down your thoughts.
Share with another person.
 
 
Initiating Writing to Learn
 
 
Use low-stakes student writing routinely 
as
part of your lesson plan.
 
A good starting point is to have students write
about something that is concrete
—a picture,
an object, a chart, a table, a map, or a short
quote.
 
Getting Started
 
Use Writing  to Learn as an 
opening activity
.
Use 
daily
 or routinely.
Keep it 
nonthreatening
.
Keep it 
brief
.
Make sure 
everyone writes something
—even two or
three words!
Use it as an 
ending activity
.
 
Tips for Getting Started
 
10-2-2 or “Chunk and Chew”
3-2-1 Protocol
Collaborative Annotation
Record, Reduce, Reflect
Write, Pair, Share
Concept Sketches
Write My Own Word Problem
Times Three
 
 
 
 
 
 
 
 
Eight Writing to Learn Strategies
 
This protocol uses presentation of
material for 10 minutes, writing for
understanding for two minutes, and
sharing for two minutes.
 
10-2-2 (Chunk and Chew)
 
The 3-2-1 is a student-centered
summarization activity.  Students write
down three things they learned, two
things that were noteworthy, and one
questions they still have.  Used as a
“written learning review” or an exit ticket.
 
3-2-1 Protocol
 
Students answer a prompt that is written at the
top of the page.  Students sit in groups of 2-4.
Each student begins with a paper.  Papers are
passed around the circle for short responses from
the other students until students get their original
paper. Activity ends with sharing.
 
 
Collaborative Annotation
 
Students work in groups of four to
read the text, write down key ideas,
summarize those ideas, and reflect
on the ideas in a short discussion.
 
Record, Reduce, Reflect
 
Students answer a prompt
individually, talk with a partner,
and then share with the class
.
 
Write, Pair, Share
 
Use this strategy when students must
explain a process by selecting images that
students will use as the topic’s
“prompting materials.”
 
Concept Sketches
 
Students create word problems
based on an equation that they are
given.
 
Write My Own Word Problem
 
The mathematics-centered activity emphasizes a
mathematical perspective in three forms—
algebraically, graphically, and numerically.
 
Times Three
 
Coherence in teaching across   content
areas
Consistent instruction
Mindful teaching that is student centered
 
Why Use Writing to Learn Strategies?
 
 
 
Sharing Writing to Learn
 
Springboard for 
deepening student
understanding of content
Means of informal (and formal)
assessment
Entry point for high-stakes writing
 
Final Thoughts on Writing to Learn Strategies
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Utilizing the Writing to Learn (WTL) strategy in classrooms promotes student engagement and deepens understanding through low-stakes writing tasks. This approach helps students internalize content, improve writing skills, and assess their understanding while enhancing memory retention and thought organization. Incorporating WTL as a personal tool empowers students to explore their knowledge and problem-solving abilities, ultimately fostering a student-centered learning environment.


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  1. Writing to Learn Harding High School April 1, 2015

  2. Objectives Explain the Writing to Learn (WTL) strategy. Understand the impact of WTL in the classroom. Discuss the WTL and its role in student engagement and mindset change. Introduce eight WTL strategies.

  3. Why Use Writing to Learn? Writing to Learn, an anchor strategy, uses low-stakes writing tasks as a way to push students to develop ideas and expand understanding. Writing to Learn helps students internalize their understanding of content. With the anchor strategy, students use writing as a tool for thinking and learning. The learning becomes student centered.

  4. The Value of Writing Remembering: Students remember information better when they produce something in writing about it. Deepening Thought Process: Through writing, students clarify and organize their thoughts Assessing Understanding: WTL gives the teacher a snapshot of each student s understanding. Improving writing: WTL helps students become better writers by developing their voice and viewpoint on a routine basis.

  5. Low-Stakes Writing Low stakes writing is daily and is used in multiple classrooms. Teachers do not grade the grammar or spelling. Low stakes writing is short as little as two minutes or as long as about eight minutes Jot down three adjectives that describe how the story made you feel. List two things that cause evaporation. Summarize the steps to solve a problem.

  6. Writing to Learnand the Six Instructional Strategies Writing to Learn and student engagement uses other Common Instructional strategies: Writing prepares students for Literacy Groups or Collaborative Group Work Writing transitions to Classroom Talk and Questioning Writing accesses prior knowledge as a form of Scaffolding

  7. Writing to Learn is a personal tool that students use to figure out what they already know and what they would like to know. With writing, students engage with the text or in problem solving.

  8. Initiating Writing to Learn Are you yourself comfortable with writing? How do you already use writing in your classroom? Stop and write down your thoughts. Share with another person.

  9. Getting Started Use low-stakes student writing routinely as part of your lesson plan. A good starting point is to have students write about something that is concrete a picture, an object, a chart, a table, a map, or a short quote.

  10. Tips for Getting Started Use Writing to Learn as an opening activity. Use daily or routinely. Keep it nonthreatening. Keep it brief. Make sure everyone writes something even two or three words! Use it as an ending activity.

  11. Eight Writing to Learn Strategies 10-2-2 or Chunk and Chew 3-2-1 Protocol Collaborative Annotation Record, Reduce, Reflect Write, Pair, Share Concept Sketches Write My Own Word Problem Times Three

  12. 10-2-2 (Chunk and Chew) This protocol uses presentation of material for 10 minutes, writing for understanding for two minutes, and sharing for two minutes.

  13. 3-2-1 Protocol The 3-2-1 is a student-centered summarization activity. Students write down three things they learned, two things that were noteworthy, and one questions they still have. Used as a written learning review or an exit ticket.

  14. Collaborative Annotation Students answer a prompt that is written at the top of the page. Students sit in groups of 2-4. Each student begins with a paper. Papers are passed around the circle for short responses from the other students until students get their original paper. Activity ends with sharing.

  15. Record, Reduce, Reflect Students work in groups of four to read the text, write down key ideas, summarize those ideas, and reflect on the ideas in a short discussion.

  16. Write, Pair, Share Students answer a prompt individually, talk with a partner, and then share with the class.

  17. Concept Sketches Use this strategy when students must explain a process by selecting images that students will use as the topic s prompting materials.

  18. Write My Own Word Problem Students create word problems based on an equation that they are given.

  19. Times Three The mathematics-centered activity emphasizes a mathematical perspective in three forms algebraically, graphically, and numerically.

  20. Why Use Writing to Learn Strategies? Coherence in teaching across content areas Consistent instruction Mindful teaching that is student centered

  21. Sharing Writing to Learn

  22. Final Thoughts on Writing to Learn Strategies Springboard for deepening student understanding of content Means of informal (and formal) assessment Entry point for high-stakes writing

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