Entry Three: Writing to Start a Class, Writing in Class, and Writing at the end of Class

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Writing to Start at Class:

As a teacher, I've learned the value of using writing to engage students and establish the mood for the session. In order to get them thinking and writing about the subject before any direct instruction starts, this strategy entails giving students a writing prompt or question at the start of the class. The Power of Writing: Enhancing Learning in a Psychology Course through Brief Writing Exercises by Keeley and Zayac is one academic paper that demonstrates the efficacy of this method (2001). The study stresses how brief writing assignments at the start of class can improve student engagement, critical thinking, and retention of course material. This method's capacity to activate prior knowledge and foster anticipation is what I find most intriguing. Students frequently draw on their prior knowledge of the subject while writing to begin class, which can serve as a helpful springboard for discussions and activities.


Writing in Class:

I've incorporated writing assignments into my lessons as a flexible teaching method. It entails introducing writing exercises or assignments into the curriculum so that learners can swiftly apply and solidify their understanding. The instant feedback loop of writing assignments in the classroom is the most intriguing feature. By receiving feedback from their peers or the teacher, students can modify their concepts or tactics as necessary. Participation in and thoughtfulness about this activity promote deeper comprehension. By supporting me in identifying important periods in the lecture where writing can improve learning, incorporating in-class writing has changed how I arrange my lectures. By encouraging a more engaging and participatory learning environment, it has changed the way I teach.



Writing at the End of the Class:

Writing exercises at the end of a lesson have proven to be a useful teaching strategy for me. At the conclusion of class, it entails asking students to sum up what they learned, consider the most important lessons, or submit questions. The Impact of Metacognitive Activities on Foreign Language Reading and Writing: Focus on Learning Reflections by Kim is one peer-reviewed research study that backs this strategy (2017). According to the study, end-of-class reflections and other metacognitive exercises can improve students' language acquisition. The ability of this method to reinforce and solidify learning interests me the most. Students are encouraged to analyze information, relate it to existing knowledge, and pinpoint areas where they might need more practice or clarification by writing at the end of the lesson.
 

References
Keeley, S. M., & Zayac, R. M. (2001). The Power of Writing: Enhancing Learning in a Psychology Course via Brief Writing Exercises. Teaching of Psychology, 28(4), 282-284.
Kim, M. (2017). The Impact of Metacognitive Activities on Foreign Language Reading and Writing: Focus on Learning Reflections. The Modern Language Journal, 101(1), 164-181.

Comments

  1. Christa18 November 2023 at 08:39

    Engaging students in writing activities at the beginning, during, and end of class in the elementary setting can be highly beneficial for their overall development.

    Writing at the beginning of class can serve as a tool to activate prior knowledge or spark curiosity about the day's topic; help set the tone for the lesson, allowing students to transition from other activities and focus their minds on the upcoming learning objectives and establishing a routine that signals the beginning of the learning period.

    Writing during class keeps students actively engaged in the learning process, providing a medium for them to interact with and process new information. And to immediately apply what they are learning through short written responses or reflections which the teacher can use to assess understanding and tailor instruction based on student needs.

    At the end of class, writing provides a reflective closure to the lesson, allowing students to consolidate their learning and express any lingering questions or thoughts which can help to bridge the current lesson with what will be covered in the next class, fostering continuity.

    Overall, integrating writing activities throughout the classroom setting supports a holistic approach to learning, promoting engagement, reflection, and skill development and should definitely be used to aid in the writing process.

    ReplyDelete
  2. Naomi Elcock19 November 2023 at 12:13

    I found this article incredibly insightful! The threefold approach to integrating writing throughout the class session is commendable. Starting with writing prompts to stimulate engagement and activate prior knowledge is a fantastic way to set the tone. The study cited about the efficacy of these brief exercises in enhancing engagement and critical thinking was particularly compelling.

    Incorporating writing within the class as a dynamic tool for immediate feedback and deeper comprehension resonated with me. The adaptability of this method to identify key lecture moments for reinforcing learning through writing is a game-changer in reshaping teaching methods.

    The concept of concluding classes with writing exercises, fostering metacognitive activities, is indeed a powerful strategy. The referenced study on the impact of end-of-class reflections on language acquisition solidified the importance of this practice. Encouraging students to reflect, analyze, and identify areas for improvement through writing is a truly effective way to consolidate learning. Overall, an excellent overview of how writing can revolutionize the classroom experience!

    ReplyDelete

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