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The Writing Workshop structure provides manageable amounts of direct, explicit instruction that meets the developmental needs of our K-3 children: a lot of support, targeted feedback, and an audience for the children’s writing.
- Classroom Culture & Environment
Classroom culture, environment, and literacy learning are...
- Classroom Culture & Environment
- The Complexities of Writing
- Automisation of Writing
- Focus on Meaning
- Model Texts
How writers turn their ideas into text depends on their cognitive resources, such as attention and working memory and the mechanics of handwriting or typing. For English language learners, working memory is particularly relevant. Writing is a very complex and effortful cognitive task. Writers have to juggle ideas, content, language norms (spelling,...
One way to overcome some of the cognitive constraints of writing, in their L1 as well as in English, is to practise different aspects of writing separately in order for writers to automatise these functions, for example spelling and mechanics. Think of writing as learning an instrument: separate skills, such as scales, need to be practised in order...
A way to focus more on meaning at the same time as the cognitive load is reduced, is to design a task where you put meaning in focus and ignore form and correctness. For example, use a creative writing approach: Open the window and ask students to write what they can hear, smell, see etc. 1. Students write about and draw their experiences from an e...
Another way to reduce cognitive load for learners, put meaning in focus and spark their ideas, is to vary the start of the writing process. Ask students to read, compare and contrast model texts before they start writing: 1. Are the texts good? 2. What makes them good? 3. How are they formulated? 4. Who is the reader? This approach is common when w...
Further, the writing experiences, expectations, genres, skills, and objectives in schooling are typically defined by the classroom setting and are focused on developing skills or student understand-ing (Christie & Derewianka, 2008; Van-DerHeide & Newell, 2013).
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Jun 24, 2019 · Cognitive load theory has been described as one of the most important discussions in modern psychology that educators need to be familiar with. Natalie Wexler looks at what the implications of this theory are for the way we teach writing, and what it means in the classroom.
Nov 29, 2023 · Piaget's theory of cognitive development is based on the belief that a child gains thinking skills in four stages: sensorimotor, preoperational, concrete operational, and formal operational. These stages roughly correspond to specific ages, from birth to adulthood.
In this chapter, we present a framework relating the cognitive processes that writers in general use when they create written texts, the mental resources that these cognitive processes can draw on, and the task environment in which these cognitive processes operate.
May 7, 2014 · a number of theories have been developed in an attempt to explain how children learn to produce writing. We discuss some of the major theories in this chapter. We seek to familiarize the reader with the important characteristics of each theory and with some of its implications for teaching.
