Engaging and Interesting Experience for integrated writing
For this session I have integrated writing and social skills. I wanted to see the learners develop more resilience with their work. I ran a session where the learners had to fail and show resilience in an engaging way. We also looked at a moment in time descriptive writing.
Set up - introduce the activity (not even talk about writing)
Deliberate act of teaching - Moment in time
Go through the process of building vocabulary about the experience as soon as we finished was beneficial as it was fresh in their head. Then going through what a moment in time is allowed them to sequence the moment they were focusing on. If you do not have enough time in one session do this part the following session.
Ensuring that learners are able to clearly state how they are successful and what they can do to improve on their learning is, in my mind, extremely powerful. Part of my next steps were to create visual success criteria that learners are able to connect with. Here is my attempt:
I have used SOLO and the Stonefields Learning Process to support this.
Using this template - think about what your minimal expectation is that should be the unistructural. Each step up should develop in complexity and understand. Going from surface to deep understanding of the task. Here is a video to explain it:
The term 'Assessment Capable' is a term that teachers get told about their own pedagogy. This is also an important skill for learners to do. Assessment is not just for teacher, it is extremely important for learners to be assessment capable also. The learners knowing where they are sitting and what their next steps are give them the ability to choose learning that will stretch them and since they tell their parents what they have been doing it helps create that home school partnership.
To make the assessment more accessible for the learners I created a template that will help them make sense of their learners.
This was used as a reflective session at the start of the term. I explain what each part meant and the learners logged onto e-asTTle to create their own.
Data is also used to show whether you have made shift or not. Using it to inform your practice allows you to reflect on your teaching and improve or adapt your practice to suit. I have simply shown this with graphs.
Questions to ask yourself:
- Is what I am doing making an impact? What evidence do I have to support this?
- What about what I am doing making that shift?
- What can I do to adapt or improve this?
Small experiences to focus on certain writing skills
Small tasks are great way for learners to get good writing without it seeming like a huge task. For reluctant writers this is important to get them writing. Having a variety of tasks for them to choose from gives them the ownership of what they want to try.
- sentence structure
- Audience and Purpose
Useable Link - Make your own copy
How to use this slide
This is how I used it you can adapt it to suit you
- Share the doc with the learners
- Each individual activity I ran a teacher session on before they started. The learners had a choice which session they needed to go to. We used their e-asTTle data to help them choose. The expectation was that they had to go to two sessions in the week.
- Learners used the activities as follow up and they all link together to create a great piece of writing.
The sentence structure activity is a great way for learners to practice a variety of different sentences and it explains how to correctly use it. You can use this activity as a deliberate act of teach or a follow up. I ran both. Once they have got it they can do it multiple times
This would be the first work shop I would run so that the learners can use these sentences in each activity.
The whole slide can be used either as individual sessions or as a whole weeks worth of writing. They were made to link.
Opt in Sessions
This video was created by my target learners. We wanted to share our learning so far with our hub inquiry, which was the basis of my writing inquiry. We looked at opt in sessions for writing.
Why would you use opt in sessions:
Using opt in sessions can seem like you are losing control of your authority and letting the learners decide if they want to learn or not. But, it is a great way to get the learners engaged and thinking about their own learning. There is a lot of teacher guidance and control when doing it. You are setting up clear expectations and there can be consequences for learners who are abusing this trust. And t the end of the day the teacher has final say on which session learners go to. But the learners are needing to justify why they are going to a session. The engagement that has come from these sessions have been totally valuable.
Setting up opt in sessions:
- having clear expectations about going to opt in sessions.
- Teach how to read assessment and data so that the learners can clearly see what gaps they have and what session they can go to. The learners need to justify what sessions they want to attend.
- start of small. We started with two sessions and worked up to three.
- Know your learners levels of independence. We used our schools learning process to help with this, you could use SOLO, thinking hats or your schools learning model.
- Reflect with the learners.
- Most importantly, keep checking with the learners about how they are going and keep track of which session what learners are going to.
Student Voice about how it is going: