Along with three
classmates, my group read and discussed the article on new
tools for teaching writing. The following is a synthesis and summary of
our discussion, which focused primarily on blogs and wikis, although the
article also included information on automated writing evaluation and open
source netbooks.
We look forward to
any of your responses or input, as time permits – as well as what other tools
you use for teaching writing / having students do online writing!
Discussion Question #1:
Have any of you used blogs
or wikis with your students for them to post and publish their writing?
Which tools/sites did you use?
The majority of us
have used blogs (Blogger) and wikis (Wikispaces, PB Wiki, Wordpress) and/or
online discussion boards.
Discussion Question #2:
What are the pros and cons of blogs and wikis
for online writing?
Pros:
· Work
saved online.
· Public
audience.
· Learn
technical /computer skills. Integrating
technology into the curriculum is a 21st century
is must.
· Instill
a sense of pride in their work.
·
Some quiet students come to life online! (It is easy for shy and quiet students to be comfortable and freely
express themselves in and online writing environment . They can create a
character, like a voki, to hide behind – any ideas of other sites to use that
can easily interface with a blog?)
· Can
post a lot more than just text - images, video, links, etc. (Absolutely, a great
environment to use of visuals, such an important teaching tool for us to use
with ELLs )
· Realistic
type of writing tasks
that we do these days - not just a paragraph or essay in a Word document
printed out for an audience of one (the teacher). The
ability to capitalize on choice and interest prove to be a powerful motivator
in engaging the students.
Cons:
·
Another login. I
will add to the need to “register” to access a site.
· Public
audience (can make private and can
moderate or disable comments). Always
dangers – can’t forget to address netiquette and the need to monitor student
work on sites.
·
Another technology tool to learn. It is overwhelming, especially
for ELLs – we need to break down and clearly present information step-by-step,
with visuals.
· Some
students are hesitant to be as open in expressing themselves knowing that their
writing topics will be read by others.
Languages
(CATESOL) Spring Workshop. The speaker was Dr. Dana Ferris of UC Davis, a
researcher and author specialized in responding to student writing. I
have heard Dr. Ferris speak before at conventions, and she again had excellent
suggestions. Her presentation focused on 7 points regarding response to
ESL students' writing, which are listed below. Overall, her message about
students' writing was "It's about progress, not perfection."
Feel free to share your comments or reflections.
1.
Teachers need not (and should not) be the only respondents to students'
writing. The key to success is structure and accountability. Have
specific guidelines for peer review and self-evaluation that students should be
held accountable to.
2.
Feedback need not (and should not) address every single issue on every
single paper. "Less is more." Meet each student at his/her major
point of need; prioritize writing issues to respond to.
3.
Identify 2 - 4 feedback points for each response round/draft of a writing
assignment.
4. Use a
rubric as a starting point (see photo). Give students the agency /
responsibility to seek out more opportunities for feedback rather than
overwhelm them. Feedback Points (see photo).
5.
Feedback should be clear and specific.
6.
Students should be held accountable for considering and applying
feedback. (see photo). Include revision effort in the grading scheme
(engagement in the writing process, meeting due dates for drafts, participation
in peer review).
7.
Teachers should reflect on the effectiveness of their feedback strategies
(analytic model in which you categorize your own commentary, student reactions,
self-reflection questions, tracing the effects of commentary) - and make
changes as needed.
This is the
suggested process she provided for teacher commentary on student writing:
Step 1:
Read the entire paper.
Step 2:
Complete the rubric.
Step 3:
Use the reading and the rubric to identify feedback points.
Step 4:
Write a summary note about the strengths of and feedback points for the
paper.
Step 5:
Add marginal comments if they will illustrate the feedback points.
Step 6:
Add in-text corrections if the errors/language issues are among the
feedback points.
What I thought
was interesting is that she uses the rubric for feedback on drafts (as a
formative assessment/feedback tool), and in my program, we use the rubric for
the final summative assessment (scoring students' writing as pass or no pass
for their level).
Dr. Ferris also discussed providing feedback on lower-order
concerns (grammar, mechanics, etc.). Her book Treatment of Error in Second Language Student
Writing (2nd ed. Michigan Press, 2011) is an excellent resource.
I highly recommend it. It changed the way I provide feedback to
students on their writing (because I love to edit, but all that marking up of
students papers is just overwhelming for them, and they don't really learn).
She is the editor of a brand-new journal, the Journal of Response to Writing online
at journalrw.org, if anyone is interested. She also referred workshop
attendees to read the CCCC Statement on Second Language Writing and Writers,
endorsed by TESOL. See http://www.ncte.org/cccc/resources/positions/secondlangwriting.
Finally, Dr.
Ferris mentioned that her method for providing feedback on student writing is
through MS Word comments, the rubric, and a cover note -- all of which are sent
and received via a CMS dropbox. I'd like to try this approach.
Discussion of many aspects of student portfolios: ePortfolios from Educause.
Here is another link to ePortfolio tools: http://thecleversheep.blogspot.com/2009/02/15-efficient-e-portfolio-tools.html
My computer was
supposed to be back from being repaired a few days ago, but there is some
delay, so I don't have MS Word. Therefore, I decided to try Smore, which as I
understood is for creating inforgraphics, but when I did a search for online
newsletters, it came up.
Here is my
newletter: https://www.smore.com/7q1r5
What
I like about Smore is that it allows you to put in all types of content very
easily - videos, pictures, contact info, etc. What I don't like is the
downward scroll. I prefer the site that Sandy shared, which flips pages
left to right -- more in line with the reading we do on mobile devices.
Anyway, Smore was super-easy to use, so I think students could be
assigned to make "About Me" pages very easily. There is html
emedding option, so that's cool, too.
Like
Gloria, I use a Word template for the syllabus for one of my classes, and an MS
Publisher newsletter template for another class. Publisher is harder to
use, in my opinion. I really like the sleek styles the Office templates
offer; however, I recently learned through an online course I just finished
last week on "Creating Accessible Online Courses" that my syllabi
would not be accessible. Basically, Word documents posted online for
courses offered in the United States (to be ADA / 508 compliant) are best made
accessible by doing the following:
·
not having textboxes
·
using styles / heading
structures
·
using a san-serif
font, a font size of about 12 point is good (Arial is good)
·
using high contrast
colors (black and white is good) but avoiding text with red or green
·
including alt tags for
images
All
this will help blind students successfully use screen readers to access the
files. Granted, I have not yet had a blind ESL students, but last year we
did have a deaf student in our class. By law, we have to have online
materials accessible regardless -- it cannot be a reactive accommodation.
Anyway,
the class was an eye-opener for me. I won't bore you with more details,
but basically, the same holds true for PPT (use a template) as for Word; for
Web sites, if you can click and select the text, the Web site is probably at
least minimally accessible. For audio, provide a transcript; for video,
caption.
My summary (task required as moderator) of the first discussion forum for this week:
My Instructor's comments on my performance this week:
Group 1:
Article URL New Tools
for Teaching Writing (Language Learning and Technology)
Blogs and wikis are valuable
tools for teaching writing.
Some commonly-used blog and
wiki sites are the following (although there are several others):
The main differences between
blogs and wikis are the following:
·
Blogs have individual, dated,
reverse chronological (most recent post on top) entries, more often for
individual writing tasks.
·
Wikis tend to be used more
often for collaborative work and have linked pages with no specific dated .
·
With blogs, only the owner(s)
can enter/edit posts.
·
With wikis, collaborators can
edit each other’s entries.
·
Blog and wikis have settings
for privacy and commenting options (at least most but not all wikis, that is,
offer visitors the chance to comment).
·
With blogs, previous versions
of an edited/revised post are not saved; only most recent revision is saved and
posted. With wikis, there is the
possibility of reverting to a previous version of a page.
The table below summarizes the
benefits of using blogs and wikis and caveats.
Positives
|
Consider
Carefully
|
Students learn new tech
skills
|
Students may to be taught new
tech skills = takes time
|
Commenting by and sharing
with a wide audience possible; writing for a “real” audience
|
Students need to aware that
their posts are online and available to the world; need to be taught
netiquette; students may be more reserved unless privacy settings allow
viewing and commenting only by invitation
|
All work saved online;
editing / revisions saved in versions; no software needed
|
|
Embedding, linking (more than
posting text – images, videos, uploaded files, hyperlinks can be added)
|
Group 2:
Article URL Interactive Writing in
the EFL class: A repertoire of tasks. (The Internet TESL Journal)
Using different types of
group/partner work for writing tasks can be an effective strategy for teaching
writing online because students can support each other. Even though some
students may dislike working in groups, interactive writing tasks can help them
spark ideas, develop and expand ideas, and practice listening and speaking.
Some interactive writing
activities shared by this group and others who contributed to the discussion,
with potential online tools bolded:
· group assignments for finding sources, writing annotated
bibliographies, summarizing, and peer review using a wiki (either a class wiki and separate pages individual
pages for students a personal wiki site for each student) with editing and
commenting options enabled
· interactive pre-writing (brainstorming) and peer review on interactive whiteboards,
Google doc with a graphic organizer
· students read each other's work posted on a wiki in various stages of the writing process
(outlines, drafts) and ask questions
· summary writing and trading with a peer on a wiki or discussion board
Group 3:
Article URL Technology
and Teaching Writing (Inside Higher Ed)
Adapting technology for essay
composition and submission offers many advantages.
Tips:
· Don’t incorporate every Web tool at once. There are simply
too many tools available
· Select one or two ideas, master them, and then use them with
students
·
Experiment with a “the creative
classroom” in which where students collaborate and work together on tablets, smart
phones, or computers. Practice with different skills such as audio, visual and
design aspects can improve students’ writing abilities.
·
Implement the use of e-portfolios,
which require students to think critically and analytically to revise and
select for inclusion their best work
·
Always have a Plan B when
integrating technology.
·
Monitor students
Group 4:
Article URL Evidence-Based
Practices for Teaching Writing (John Hopkins University)
Here are Group 4’s
thoughts on the article, Evidence-based practices for teaching writing.
We
think that what is great about this article is that it uses methods that have
been examined using a systematic, scientific method. All of these strategies
(see the attached picture below) are useful, grounded in solid practice, can be
applied to inter net learning, and have shown results that are replicable
across studies. We agreed that this research could also apply to teaching
adults even though the article describes K -12 research. Adult learners do have
their own specific needs; we might have our adult students set their own
learning goals for the skill of writing.
We
might use graphic organizers more in the planning stage of the writing process
to help students organize their ideas. Even though providing good writing
models is last on this list, we think it is very important. We were happy to
see teaching writing strategies at the top of the list. Justin has done some
research into modeling examples during his course work, and those types of
strategies have been proven effective across disciplines, not just in writing
classes.
Adult
students might not be ready to take the risks that are required to write
collaboratively. However, moving towards gamification might be one way to
encourage collaboration in the writing process. Carla had this suggestion:
One
collaborative writing activity that I do with my adults (and I've done with
teens, also) is to divide the class into teams of 2-4 students per team. I give
them all the same vocabulary word or phrase and they must write one sentence
using that word. The focus is on accuracy and if the word is used correctly and
the spelling and punctuation are correct, the team gets one point per word in
the sentence (you can limit the possible number of words). If there is one
mistake, they get no points. Could this be modified for asynchronous classes?
Lisa also thought that
before teachers expose students to the actual collaborative writing activity,
working on an error recognition activity with 2-4 students per group by using
some work sheets with errors (downloadable from http://www.englishforeveryone.org/Topics/Paragraph-Correction.htm)
together would be another way for students to get used to any kind of writing
activity. Through the editing experiences, students not only would get to know
the cause of errors and the correct usage of word and phrase, but get to
receive models of "bad" writing models.
My Instructor's comments on my performance this week:
TESOL PP103: Teaching Reading and Writing Online
Week 3 Checklist
X Discuss: Strategies for Teaching Writing
Online
X Share:
Online Tool for Writing
X Newsletter
X Reflection
X Wiki:
Lesson Plan Activity for Writing
X Wiki:
Online Tools for Writing
Comments:
Thank you for your contributions
in Week 3. You have completed all
Assignments and I thank you, once again, for your extensive comments and
input. I can see from your interactions
with others in the group how effective and wonderful you are in your
teaching. Thank you also for
co-moderating the Strategies for teaching writing online discussion thread and
for your concise summary. Your
leadership provided a very beneficial flow of ideas and knowledge sharing.
Your wiki site has some very
worthwhile writing resources, including The Writer’s Diet and Dvolver. Again, you can keep adding as you find other
technology tools for this skill area and do check the links as sites can go
down so you will want to update periodically.
The writing component of your
lesson plan, a paragraph explaining how the symbols on student’s personal seal
represent who they are, provides an excellent flow from the reading task and
application of new learning. I like the
Brainstorm chart to help prepare students for the writing process. Task 9 is
also very effective for integrating skills and allowing creativity for an oral
presentation. I appreciate that you ended the lesson with a final reflection. JJ
I love that your children are
also benefitting from the course and enjoying Melissa’s travel pictures. Thank you, again.
Best,
Sandy
Optional Articles (not required but important topics for
reference)
Article URL Blogs and Wikis: Environments for Online
Collaboration (Language Learning and Technology)
Article URL, Emerging Technologies: Web-Writing 2.0: Enabling, Documenting,
and Assessing Writing Online
Article URL 30 Ideas for Teaching Writing (from the
National Writing Project)
Addtional Articles for reference and further reading
Article URL, Using Email in EFL Writing Classes
Article URL, Why Use Computers in ESL Writing Classes
Article URL, Educause Learning Initiative (ELI)
Discovery Tool: Guide to Blogging-Pedagogical Considerations and Uses as a
Writing Tool
Article URL, Weblogs for use in ESL classes
Article URL, Creating a learning community through electronic journaling
Article URL, E-mail and Word Processing in the ESL
Classroom: How the Medium Effects the Message
Article URL, Instructional Blogging: Promoting
Interactivity, Student-Centered Learning and Peer Input
Article URL, Mastering Online Discussion Board Facilitation
(this one is a great resource)
Article URL, Ten Top Tips for Teaching with New Media (a
lot of resources for writing)
Online Writing Tools:
A. Check out some
examples of student writing projects at the followng sites:
- the Email Projects Home Page, http://susangaer.com/studentprojects/email.htm
- The California Writing Project, http://www.californiawritingproject.org/
- Writing Fix, http://www.writingfix.com/
B. Check out Virtual
Field Trips (these can be teacher or student created but do involve the writing
process)
- ReadWriteThink, http://www.readwritethink.org/parent-afterschool-resources/activities-projects/take-virtual-field-trip-30290.html
- Thinkport, http://www.thinkport.org/Tools/Search/Default.aspx?Keywords=virtual%20field%20trips
B. Check out Web based
discussion groups/discussion boards:
- Yahoo!Groups, http://groups.yahoo.com
- Google Groups, https://groups.google.com/forum/#!overview
- Nicenet, http://www.nicenet.org
- Message Board at English Forum.com, http://www.englishforum.com/00/
- Nabble, http://n7.nabble.com/free-forum.html
C. Check out ways to
share documents
- Google docs and spreadsheets, https://drive.google.com
- 4Shared, http://www.4shared.com/share_document.jsp
- Zoho, http://www.zoho.com
- Scribd, http://www.scribd.com/
- Livebinders, http://www.livebinders.com
- Diigo, http://www.diigo.com
D. Check out Blogs and
Wikis
- Examples of Wikis used as writing tools, http://critical.tamucc.edu/wiki/WikiArticle/Examples (and other interesting writing information on
this site)
- Language in Action: From Webquests to Virtual
Realities,http://llt.msu.edu/vol8num3/emerging/default.html(Godwin-Jones,
B. (2004). Scroll down for a list of great resources, including the next
bullet listed here.)
E. Check out tools for
writing online and writing guides
- Writer's Toolbox, http://mashable.com/2008/12/13/writers-toolbox/ (35 best tools for writing online)
- Writing Guides from Colorado
State University, http://writing.colostate.edu/guides/
F. Check out the OWL Writing Lab, at Purdue University
- Click on Internet Resources as a starting place as
there are many useful resources to explore
- Click on Suggested Resources (left side of screen)>
English as a Second Language
- Click on this Link for
an article on evaluating Internet sources from OWL
G. Some Web 2.0 Writing
Tools (more in Week 4)
- Voicethread, http://voicethread.com
- Linoit, http://linoit.com
- Mindmeister, http://www.mindmeister.com/
- Bubbl.us, https://bubbl.us/
- Popplet, http://popplet.com
- Voki, http://voki.com
- Oddcast, http://www.oddcast.com
- Thinglink, http://www.thinglink.com
- Easel.ly (Infographic Creator), http://easel.ly
- Read,Write,Think Notetaker, http://www.readwritethink.org/classroom-resources/student-interactives/readwritethink-notetaker-30055.html
H. Check out Interactive
Whiteboards
- Realtime Board, http://realtimeboard.com/
- Draw It Live, http://www.drawitlive.com/
- Educreations, http://www.educreations.com/ (also an app)
- Showme, http://www.showme.com/ (also an app)
- Talkboard, https://www.citrix.com/products/talkboard/overview.html (also an app)
I. Check out the Center
for Language Education and Research.
- access "materials and products" > online
> Scroll down to Rich Internet Applications: Revisions
- register to access the site (another free tool) and
watch the videos to learn how to set up a class, create documents and
other features
- check out some of the other CLEAR tools for other
language learning skills
J. Read the
article to better inform your decision of an online collaborative writing tool:
- Comparing weblogs to threaded discussion tools in
online educational contexts (Cameron, D. & Anderson, T. (2006). International
Journal of Instructional Technology and Distance Learning, May 2006.)http://www.itdl.org/journal/nov_06/article01.htm
Writing Activities
A. Discussion Boards
- FreeForums, http://www.freeforums.org
- Pizazz, http://pages.uoregon.edu/leslieob/pizzaz.html, creative writing and storytelling activities
B. Video and text
- Dotsub, http://dotsub.com/ (videos with translation and subtitles)
- YouTube Videos, How to write translations, http://www.youtube.com/watch?v=jjm3NLJJ8FA
- Media subtitler, http://divxland-media-subtitler.en.softonic.com/ (add your own subtitles to videos)
C. Suggested activities
for developing writing skills
- http://www.astro.com/cgi-bin/atlw3/aq.cgi?lang=e If you or your students have no objections
to bringing astrology into the classroom, students can type in their birth
details and read their personal horoscope.
- http://www.fbi.gov Learners can read about the ten most-wanted
people in the USA. Good for learning/recycling the language of physical
description, and also crime vocabulary.
- http://www.visitbritain.com Learners can plan a trip to Britain.
- http://www.greenpeace.org Students can read about cases of environmental concern
worldwide, read a model letter of protest, and write their own letter of
protest.
- http://www.lonelyplanet.com/usa Students can plan a trip to a country or
countries of their choosing.
- http://uk.imdb.com (Internet
Movie Database)
Students can search the database, read reviews, look up movie show times, read and post messages on various film-related topics, and watch trailers for films. - http://www.bbc.co.uk/weather/Students can read weather forecasts for all major
cities worldwide. They can compare the predictions here with those given
on other weather sites (such as http://www.weather.com orhttp://www.cnn.com).
- http://uk.news.yahoo.com/Students can read up-to-date news from around the
world.
Also …An article highlighting 13 Free Word
Processing Tools, http://www.lifehack.org/articles/technology/write-here-write-now-write-anywhere-13-web-based-word-processors.html
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