The Power of Writing to Learn

1. The Power of Writing to Learn

2. 1. Engagement.

3. 2. Activation.

4. 3. Assessment.

5. Three activities

6. WhatchaGonna Do? Create a scenario that is analogous to a topic or situation you are going to discuss in your class. In the scenario, the student is an observer/participant who must make a choice. The choice must be one with multiple options. Create a worksheet with the scenario at the top and space for the students to write at the bottom, describing “what they’re gonna do.” Give the students 5-10 minutes to write. Collect and read aloud or allow students to read allow what they’d do. Conduct a discussion! Voila! You’ve introduced and explored the dynamics of the situation you are going to teach. Now you’re ready to read!

7. WhatchaGonna Do?: An Example The asteroid XV273 has been calculated to have an orbit that will bring it into direct contact with the earth in ten years. These calculations also show that the asteroid has a 75% chance of striking the earth at a southern latitude of more than 45 degrees, where only a tiny fraction of the earth’s land mass and population are located. The asteroid is quite large—approximately half a kilometer in diameter—and indications are that wherever it hits will be completely destroyed. Estimates are that a project to destroy the asteroid before it reaches earth would likely cost 50 billion dollars but only have a probability of success of 30%, while a project to deflect the asteroid would likely cost 200 billion dollars and have a 60% chance of success. You are a US senator and former astrophysicist and you’ve been asked to advise the President and Congress on the best course of action. Given the expense, the odds of the asteroid doing any direct damage to people, but also your awareness of the consequences of a direct hit, what will be your advice?

8. A Single Word “Boil down” your topic to one word: “Revolution”; “Revenge”; “River” Write the word on the board. Give students 3 minutes to write down everything that comes to mind when they hear the word, ___________. Collect or have students read their ideas (go around and students read their “best word” or one word at a time). Record these ideas on the board. As a whole class or in small groups (with butcher paper), have students sort and organize these ideas gradually. Conduct a discussion! Predict! Introduce your topic!!

9. Would You Rather…? Come up with a situation that represents the topic you are teaching and that represents two alternative and defensible positions. Conduct a pre-writing discussion of the pros and cons of each alternative. Record ideas on the board. Give students 10 minutes to write. Collect papers; read, discuss alternatives; create a bulletin board with highlights of ALL students’ papers.

10. An extension of Would You Rather…? Come up with a fictional situation that parallels or raises issues you are about to study. Have students create a world for your setting and situation. Have them write a story that incorporates content and issues you are studying. Use issues that arise during your study to prompt new “chapters” in the story. Alternate reading/study with writing/sharing of the students’ stories.

11. An example: The Martian Chronicles I once read The Martian Chronicles with seventh-graders who were studying American history. The students wrote a five-chapter novel in which they traveled to an alien planet that was habitable. The students had to decide whether they would “cultivate” or “dominate” this new environment, as they encountered alien creatures and life forms. We used sharing and discussion of our stories to compare to Bradbury’s decisions as an author. In this case, I was teaching English and history; but how could this be adapted in a science class?

12. Why Writing to Learn Works

13. 1. It activates students’ prior knowledge

14. 2. That makes them feel SMART.

15. 2. And that engages them.

16. 2. You learn what they know. And why is that important?