Quick Writes - A strategy to teach content writing

00:05:29
https://www.youtube.com/watch?v=p31ZsPnNZjM

Summary

TLDRO vídeo explora a práctica da escritura rápida como unha ferramenta educativa que permite aos estudantes escribir de forma informal e comunicarse. Destaca a importancia da colaboración entre pares durante e despois da escritura, así como a utilidade das escritura rápidas como ferramenta de avaliación informal para os profesores. A práctica busca que os estudantes se sintan cómodos escribindo sen a presión de notas formales, e suxire métodos para manter a responsabilidade dos estudantes, como a lectura entre pares e a aleatoriedade na avaliación.

Takeaways

  • ✍️ A escritura rápida axuda aos estudantes a sentirse cómodos escribindo.
  • 🤝 A colaboración entre pares é clave durante a escritura.
  • 📚 As escritura rápidas son útiles para a avaliación informal.
  • 🔄 Compartir escritura rápidas fomenta a comunicación.
  • 📝 Non se espera perfección en gramática ou ortografía.
  • 🎲 A avaliación pode ser aleatoria para reducir a presión.
  • ✅ Usar un sistema de verificación simple para a avaliación.
  • 👥 A presión dos pares pode motivar aos estudantes a escribir.

Timeline

  • 00:00:00 - 00:05:29

    O obxectivo da escritura rápida é que os estudantes escriban de forma informal para sentirse cómodos e recoñecer que a escritura non é só para obter unha nota do profesor, senón que serve para comunicar e aprender. Unha vez que os estudantes completan a súa escritura rápida, é importante fomentar a colaboración entre pares, permitindo que compartan ideas antes e despois de escribir. Actividades como o 'pair share' ou o xogo 'snowball' son útiles para que os estudantes compartan o seu traballo e se sintan parte dunha audiencia. Ademais, as escritura rápidas poden ser utilizadas como ferramenta de avaliación informal, permitindo ao profesor entender o que os estudantes están pensando e que conceptos comprenden. Para garantir que os estudantes se sintan responsables, a presión dos compañeiros e a idea de que a escritura non será avaliada formalmente son clave. O profesor pode optar por avaliar aleatoriamente algúns escritos ou utilizar un sistema de notas sinxelo para non desanimar aos estudantes. En resumo, as escritura rápidas son unha ferramenta valiosa para a práctica da escritura e a avaliación do aprendizaxe.

Mind Map

Video Q&A

  • Cal é o obxectivo da escritura rápida?

    O obxectivo é que os estudantes escriban de forma informal para sentirse cómodos e recoñecer que a escritura é unha forma de comunicación.

  • Como se pode fomentar a colaboración entre pares durante a escritura rápida?

    Os estudantes poden traballar en parellas para compartir ideas antes de comezar a escribir.

  • Que se pode facer coas escritura rápidas unha vez finalizadas?

    Pódense compartir en parellas, realizar lecturas aleatorias ou usalas como ferramenta de avaliación informal.

  • Como se pode avaliar as escritura rápidas?

    Os profesores poden ler as escritura rápidas para entender as preocupacións dos estudantes ou usalas como billetes de saída para avaliar a comprensión.

  • Como se pode manter a responsabilidade dos estudantes na escritura rápida?

    A presión dos pares e a idea de que outros poderán ler as súas escritura rápidas axuda a manter a responsabilidade.

  • É necesario que as escritura rápidas sexan perfectas en gramática e ortografía?

    Non, a escritura rápida non se avalía de forma formal, polo que non se espera perfección.

  • Como se pode introducir a idea de que non todas as escritura rápidas serán avaliadas?

    Os profesores poden informar aos estudantes que a avaliación será aleatoria e non sempre se aplicará.

  • Que tipo de avaliación se suxire para as escritura rápidas?

    Pódese usar un sistema de verificación simple como check plus, check ou check minus.

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  • 00:00:02
    if our goal of quick writes is to have
  • 00:00:04
    students writing a lot writing
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    informally to get to to feel comfortable
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    with it Um and and the other goal of
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    quick writing is to get them to
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    recognize that when we write in school
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    it it we're not just writing for the
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    teacher to get a grade That um we really
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    we can use writing to communicate with
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    other people to help us learn So once
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    students have completed a a writing a
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    quick write what do we do with them h
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    how do we take advantage of them um and
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    there are a couple ways that we want to
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    do this One is by focusing on some sort
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    of peer collaboration So and this can
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    happen even as the students are writing
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    the quick writes If um if we give
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    students say you know five minutes to
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    make a list of you know this topic or
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    that topic or do a brain dump in three
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    minutes of everything you know what we
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    might say is work with a partner quickly
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    get talk about some ideas and then both
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    of you start writing So that
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    collaboration can happen as you're
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    writing the quick write but um but once
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    the quick writes are done the
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    collaboration is where kids get to
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    recognize that other people beside the
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    the teacher are going to read this So
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    what are some ways that we can do that
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    very simply you can just do a quick pair
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    share So you know the two of you are
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    going to share read to one another the
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    two of you over here you're going to
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    read to one one another Um you could
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    also do it randomly The teacher can
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    collect all of them shuffle them around
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    Um and if if you want you can say to the
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    students you don't have to put your
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    names on the papers at all So now we
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    distribute them back and I call on a few
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    students to read the quick write that
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    they have Everybody all the other
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    students know that it's not theirs but
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    they recognize that at any point the
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    whole audience might hear their piece Um
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    there's a great little uh sort of
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    activity game that you can do around
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    this It's called snowball So the two
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    students take their quick writes Yeah
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    Take it you know roll it up into a ball
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    Everybody throws them up into the air
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    and you know you grab one and you know
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    whoever whatever snowball you end up
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    catching that's the quick read that you
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    know you're going to write to another
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    partner or to the whole class So that
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    sort of sharing is helpful Um what about
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    using the quick writes uh how can the
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    teacher use them as an informal
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    assessment tool simply just collecting
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    all of them and taking some time to read
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    them is lets you know what's on the
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    minds of the students So for example
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    this morning when you came in for our
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    training I had you do a quick write and
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    at the very first break while you were
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    off having coffee right i took a few
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    moments to flip through the comments
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    that you made um in in answer to that
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    first quick write question and I
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    immediately know now what's what's on
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    your mind So you can in use them
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    informally that way Um they're also it's
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    a great way especially if the quick
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    write is an exit ticket out the room for
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    the teacher to take a look at gee what
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    did the kids really understand or
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    remember from the lesson Um if you're
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    asking them to as their exit ticket jot
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    down what's a question that's still
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    going around in your head that really
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    helps you assess what what you need to
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    do for the next morning Um when we talk
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    about what do you do with quick writes
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    often the question comes up how do I
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    make kids accountable you know so so
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    some teachers have said things like um
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    if the kids don't know it's being graded
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    they just won't do it And I think this
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    is where the the peer comes in Your
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    peers hold you accountable So if I know
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    that when I write my quick write I'm
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    going to have to turn around and give it
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    to a partner or that somebody um maybe
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    anonymously will end up seeing my piece
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    and have to read it There that that that
  • 00:03:49
    bit of peer pressure is enough for
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    students to feel comfortable um and and
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    to recognize I've got to get something
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    down on paper I think the other thing is
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    to remind them that the whole idea of a
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    quick write is that this isn't something
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    formal So you're not going to be held
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    accountable for things like spelling and
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    conventions and grammar Um we talked
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    about how some of the quick writes that
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    you would do might not even be full
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    sentences if you're asking kids to fill
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    out a graphic organizer or make a list
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    Um so letting the kids know that um
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    they're not being graded the way they
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    would for a really formal piece I think
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    helps get them to uh use the peer
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    accountability to be willing to write
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    the quick rate Um you know if you feel
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    like you you need some sort of a a
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    grading what you can do is say to the
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    students I'm not always going to grade
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    your quick writes Um sometimes I will
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    sometimes I won't The other thing you
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    can do is say you know I'm gonna
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    randomly when we do a quick write I'm
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    gonna pick three quick writes out of the
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    whole class and those are the ones I'm
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    going to grade but none of us know who
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    I'm going to pick before before I start
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    grading Um the other thing is you know
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    give it more of a kind of a simple grade
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    like a a check plus a check or a check
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    minus that sort of um because I mean
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    it's really hard to give kids uh a
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    numerical value on something that you're
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    trying to say to them in the first place
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    is just simple writing getting it out on
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    paper So those are a few of the things
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    that you can think about uh in terms of
  • 00:05:24
    what do you do with the quick writes
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    once students are finished
Tags
  • escritura rápida
  • colaboración
  • avaliación informal
  • responsabilidade
  • educación
  • escrita
  • comunicación
  • estudantes
  • métodos de ensino
  • práctica educativa