I haven't checked out that link, but I LOVE writing in math. The text nails it... addressing how it takes full knowledge of a topic to be able to write your thinking process out. I've often asked students to explain (in writing) as if you were having a 1st or 2nd grading preform the math. To think of how it takes little thought for "you" to make a sandwich, but you would have to include steps that are automatic for that young child. I have never done it, but I would love to give a test where the answers worth 1 point, but the explanation of how they figured it out along with the work is worth 9 points.
This chapter reminds me of a math lesson I taught. After watching the students perform an activity and write down their answers, they also had to write out their thinking as to how they came up with their answer in words. By writing down and explaining their thinking in words I was able to assess exactly which students understood the concept. This portion of the lesson could be used as an exit slip as well. I have never used an admit slip as mentioned in this chapter, which is another great way to assess.
Learning to write,I find, needs to be a class unto itself and not just part of a regular english class. Schools are learning the benefit of different styles of writing by writing across the curriculum ( students are required to write in every classroom not just English to further their writing styles and overall proficiently). Learning how to write technically, scientifically, and persuasively would give students a wider and more diverse understanding of different styles of writing
I 100% agree with you Fred, students are writing in every single class. It's not the same type of writing, so teaching students different writing styles will benefit them across all content areas.
I think that, with the dawn of Common Core, schools that have not been asking students to write across content, will have to start doing so in all three modes as well as across genres.
The statement about the lack of writing across contents is most likely a result of learning to write vs. writing to learn. At PMS, there was emphasis placed on literacy across contents a few years ago expecting all teachers to be teachers of reading & writing. This instructional tool is metacognitive in nature. Scaffolded writing models have been useful for the students I service when framing their thinking of a lab report as well as the many writing prompts explained in the chapter. I had heard of the RAFT strategy from colleagues but never seen it used or examples of it. I would be interested in using this strategy especially to assist in teaching perspective taking with ASD students, I would expect the geometry isoceles triangle email example to produce some interesting and humorous writing responses. It is important to encourage students to write more especially about their thinking. I am a broken record when I explain to students that I do not know what they are thinking unless they say it or write it (I do not have a "crystal ball"- great strategy for predicting).
I enjoyed this chapter a lot, I find that a lot of my practicums do emphasize on literacy across all content areas, but sometimes it hard to incorporate these strategies into math classes. I really like the example the book gives about teaching students to ask themselves questions, by having them play name that math. I definitely want to try this activity during my student teaching. Has anyone tried something similar to this strategy in their classroom? If so, did students enjoy it?
I think kids will really like many of these activities because they're so short, and creative, and not "process-writing!!" I'd love to make a quick, laminated reference chart (for every chapter of this book, actually) listing all the different formats, for easy reference in planning lessons. The RAFT activity intrigues me, in particular, as a Social Studies teacher - the ability to have different kids (or pairs) take different points of view with respect to the same event... I may try it this week, with the death of Caesar, from the perspectives of Caesar and the Senate! Though I've learned about it in DI instruction workshops, I haven't used it personally.
Karen... I couldn't agree more with having laminated copies of some of this stuff for future reference. I have never had a textbook that offered so much support for teachers. It has given me so many strategies to try in the classroom!
I find that when I use the entire writing process for each piece my students don't have as much stamina. I start the year in writer's workshop teaching strategies for the ideas trait and build in the other traits. I don't grade each trait for every assignment perhaps just one or two.I have also used descriptionable and actionable feedback as formative assessment.
I agree. I personally am someone who loves to write... but I see that many of my students find it to be the bane of their existence. I have looked into it a little bit and from what I can see students have a hard time getting started and organizing their information to create a cohesive piece. I think the strategies in this chapter were a great way to help the students do this.
Does anyone have any strategies they have used to get kids to write their thinking in math as they work?
ReplyDeleteThis website had some good ideas:
Deletehttp://www.michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf
Hope it helps!
Thank you, I will check it out. My students are pretty good at discussion but getting them to write their thoughts as they work has been challenging.
DeleteI haven't checked out that link, but I LOVE writing in math. The text nails it... addressing how it takes full knowledge of a topic to be able to write your thinking process out. I've often asked students to explain (in writing) as if you were having a 1st or 2nd grading preform the math. To think of how it takes little thought for "you" to make a sandwich, but you would have to include steps that are automatic for that young child.
DeleteI have never done it, but I would love to give a test where the answers worth 1 point, but the explanation of how they figured it out along with the work is worth 9 points.
This chapter reminds me of a math lesson I taught. After watching the students perform an activity and write down their answers, they also had to write out their thinking as to how they came up with their answer in words. By writing down and explaining their thinking in words I was able to assess exactly which students understood the concept. This portion of the lesson could be used as an exit slip as well. I have never used an admit slip as mentioned in this chapter, which is another great way to assess.
ReplyDeleteLearning to write,I find, needs to be a class unto itself and not just part of a regular english class. Schools are learning the benefit of different styles of writing by writing across the curriculum ( students are required to write in every classroom not just English to further their writing styles and overall proficiently). Learning how to write technically, scientifically, and persuasively would give students a wider and more diverse understanding of different styles of writing
ReplyDeleteI 100% agree with you Fred, students are writing in every single class. It's not the same type of writing, so teaching students different writing styles will benefit them across all content areas.
DeleteI think that, with the dawn of Common Core, schools that have not been asking students to write across content, will have to start doing so in all three modes as well as across genres.
DeleteThe statement about the lack of writing across contents is most likely a result of learning to write vs. writing to learn. At PMS, there was emphasis placed on literacy across contents a few years ago expecting all teachers to be teachers of reading & writing. This instructional tool is metacognitive in nature. Scaffolded writing models have been useful for the students I service when framing their thinking of a lab report as well as the many writing prompts explained in the chapter. I had heard of the RAFT strategy from colleagues but never seen it used or examples of it. I would be interested in using this strategy especially to assist in teaching perspective taking with ASD students, I would expect the geometry isoceles triangle email example to produce some interesting and humorous writing responses. It is important to encourage students to write more especially about their thinking. I am a broken record when I explain to students that I do not know what they are thinking unless they say it or write it (I do not have a "crystal ball"- great strategy for predicting).
ReplyDeleteI enjoyed this chapter a lot, I find that a lot of my practicums do emphasize on literacy across all content areas, but sometimes it hard to incorporate these strategies into math classes. I really like the example the book gives about teaching students to ask themselves questions, by having them play name that math. I definitely want to try this activity during my student teaching. Has anyone tried something similar to this strategy in their classroom? If so, did students enjoy it?
ReplyDeleteI think kids will really like many of these activities because they're so short, and creative, and not "process-writing!!" I'd love to make a quick, laminated reference chart (for every chapter of this book, actually) listing all the different formats, for easy reference in planning lessons. The RAFT activity intrigues me, in particular, as a Social Studies teacher - the ability to have different kids (or pairs) take different points of view with respect to the same event... I may try it this week, with the death of Caesar, from the perspectives of Caesar and the Senate! Though I've learned about it in DI instruction workshops, I haven't used it personally.
ReplyDeleteKaren... I couldn't agree more with having laminated copies of some of this stuff for future reference. I have never had a textbook that offered so much support for teachers. It has given me so many strategies to try in the classroom!
DeleteI find that when I use the entire writing process for each piece my students don't have as much stamina. I start the year in writer's workshop teaching strategies for the ideas trait and build in the other traits. I don't grade each trait for every assignment perhaps just one or two.I have also used descriptionable and actionable feedback as formative assessment.
DeleteI agree. I personally am someone who loves to write... but I see that many of my students find it to be the bane of their existence. I have looked into it a little bit and from what I can see students have a hard time getting started and organizing their information to create a cohesive piece. I think the strategies in this chapter were a great way to help the students do this.
ReplyDelete