Further questions for consideration might be introduced during the session, aimed at furthering the thinking and analysis generated from the discussion. Infographic When students are learning about processes or procedures; dealing with statistics, numbers, and dates; learning about complex ideas with interactions on different levels; or something similar, you can ask students to produce an infographic to explain, describe, and visualise this information.
Then she goes on to talk about different definitions of learning. The critiques could be presented and discussed orally, or initially posted to a discussion board for further analysis and use in subsequent learning activities. Students may be asked to make a record of this reflection.
Short stories, novels, personal narratives, anecdotes, and biographies are all examples of narrative writing. The student needs help, but the student also has a voice of their own. Below the questions and the survey link, embed a short video from YouTube, MyMedia, Vimeo etc that contains information answering the posed questions.
This can work well when all the participating students are then asked to write a short summary of each of the aspects explained. The questions posed, and how students are asked to respond to them will be dependent upon what the ILOs require students to do.
The criteria could focus on the validity of the assertions made, and their relevance and applicability to other topics covered in the unit and specified situations and scenarios.
In small groups ofthe teacher facilitates student sharing of responses to the questions, and building upon those responses. All of these examples could be used in either online or on campus environments.
In order to achieve her purpose, Emig focuses most of her article on the comparison and contrast of writing and talking as a medium of learning. Students are organised into small groups, and each one is provided with one of the smaller parts of information. Reflection on Learning After students have received feedback on an early assessment task or learning activity, ask them to use the DIEP model Boud, to write a reflection about their experience of completing the task or participating in the activity.
Ask students to return to their survey answers with a link and update them with the new knowledge they have. Reflection Content Focus and Interaction Whether the learning outcomes for a session or module include declarative or functioning knowledge, almost all of them will be supported in some way by the presentation of information to students.
It may be useful to provide a visual clue for students identifying that after posing the question you would like to them to consider a response and remain silent for the designated amount of time. After collecting the responses made verbally and recorded by the teacher, or sent using an audience response system such as MyLO surveys, clickers, or Lecture tools which are currently in use across UTASthe teacher then asks for verbal responses about what the consequences might be for a selected answer.
Digital story development Students as individuals, pairs, or in groups are provided with a scenario or case study which they must analyse. They also discuss and rehearse how to share this knowledge with others who do not have the information. Journal of Asynchronous Learning Networks 7 1 Students work together to understand the information they are provided with.
Production Asking students to produce something can be an effective way of assisting them to engage with ideas and concepts at the level you wish them to. The Four Purposes of Writing Posted on: These written summaries are then also shared with the class online.
Response to an assigned text Students are initially asked to identify the key ideas in an assigned text written, audio, videoand share their understanding with a sub-set of the class e.
The students must then analyse the case, and make recommendations to stakeholder spropose a solution, or present a design or plan related to the case. Writing in her opinion unlike the others is originating and creating verbal construct that is graphically recorded.
Her final point about the uniqueness of writing is that she feels that speech and writing are not at all interchangeable. I think her point in this was to show that the definition of learning can mean different things to different people depending on the context in which it is being discussed.
The student does not learn. She makes distinctions between writing and all other verbal language processes, writing and other forms of composing, and finally composition of writing in the two other major graphic symbol systems including mathematical equations and scientific formulas.
It is very insightful on the basis of comparing and contrasting talk and writing because it shows how these ideas are complimentary learning strategies and can help you get the most out of the information being learned. She spends time in her paper discussing how writing itself is a unique process.
Feel free to download, print, share, or pin! She discusses the idea that the writing process gives you immediate feedback and that feedback includes past, present, and future.
Many students that I meet with feel that the first time they write an essay should be the last, and become frustrated when errors are discovered.
This makes the collection and reading of the papers easier for you the teacher, and makes it easier to analyse the responses and respond to them in the following scheduled session.
Each group has an assigned task, and each member an assigned role. Stephen Brookfield has a number of useful publications about the use of reflection and reflective writing for learning and teaching which you may find useful, including: Of course, when you use words, you can paint more than what you see, but also what you feel, hear, smell and taste.TIDNKING AND WRITING: A SEQUENTIAL CURRICULUM FOR COMPOSITION Karen I.
Spear In spite of such important essays as Janet Emig's "Writing as a Mode of Learning" and William Irmscher's 'Writing. Emig, Janet College Composition and Communication, 28, 2,May 77 Describes how selected aspects of the writing process give writing its unique value for learning.
Writing is a two-way process. For every writer there must be a reader. The major portion of business is transacted by or through the.
Feb 03, · Reading Response 8, Murray “Teach Writing as a Process Not Product” and Emig “Writing as a Mode of Learning” Posted on February 3, by Heather Wylie Listen. WRITING AS LEARNING hand, eye, and brain marks a uniquely powerful multi-representational mode for learning.
Writing is also integrative in perhaps the most basic possible sense: the organ- ic, the functional. Writing involves the fullest possible functioning of the brain, which entails the active participation in A The A. Examples of Learning Activities.
provide their own summary, or take questions from the groups to help solidify understandings. Example: Group Assignments Stephen Brookfield has a number of useful publications about the use of reflection and reflective writing for learning and teaching which you may find useful, including.Download