writing-to-learn

writing-to-learn

 
an instructional strategy in which writing is coordinated with the learning of content and development of cognitive skills such as critical thinking rather than simply with editorial skills.
Miller-Keane Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health, Seventh Edition. © 2003 by Saunders, an imprint of Elsevier, Inc. All rights reserved.
References in periodicals archive ?
These ideas have formed the foundation of our work on writing-to-learn approaches within science.
The purpose of this study is to investigate the relationship between prospective teachers' belief systems and writing-to-learn. The participants comprised eight freshmen from the Department of Elementary Science Education at a public university in Turkey.
Focusing on the use of informational texts, she discusses how and why content connections must be made, changes in literacy learning, and the standards; the types of printed and digital texts available, their strengths and weaknesses, and how to locate and select them; the foundational skills of print concepts, phonological awareness, phonics, and word recognition, and how they fit with the standards and can connect with content; text complexity, how to assess it, and related issues; vocabulary development and content knowledge; and nurturing writing-to-learn skills for opinion pieces, informational texts, and narrative texts.
This article introduces a writing-to-learn activity called 'Writing an argument to a real audience' in which students craft an evidence-based argument consisting of claims and evidence to persuade the audience regarding their ideas.
In particular, they speculated that integrating writing-to-learn activities might provide a consistent method to shore up the teaching of content in their subject areas, offsetting--as one teacher put it--the school district's predilection for "prescribing fad-of-the-month gimmicks to bolster test scores." We agreed upon three main goals:
In turn, he explains how students can use writing-to-learn metacognition tools in science courses to critically examine how they relate their conceptual frameworks to learning new material.
This writing-to-learn activity allows the instructor to monitor students' preconceptions about upcoming subjects or units.
The writing-to-learn movement is fundamentally about using words to acquire concepts.
Robert Bangert-Drowns and colleagues conducted a meta-analysis of 48 school-based writing-to-learn programs in 2004.
Much of his criticism is connected to the use of process-expressivist writing-to-learn strategies that he argues are owned by composition.
The technique can be used in any disciplinary or multidisciplinary learning environment where writing-to-learn is used as a pedagogical technique.
Five years ago, when I joined a collaborative teacher-researcher group at Hughes Intermediate School to explore teaching and learning, I came across a research question that changed my teaching forever: Can writing-to-learn strategies improve the achievement of students in my science classes?