Rationale:
A topic, a piece of paper, a pen, a usual way a traditional writing class adopted to teach writing. However, in this rapidly changing world, the traditional approaches seems to be inadequate in writing instruction. Today, in 21st century, with the spread of new technologies, digital writing plays an increasingly important role in students’ learning. To help students be prepared to fit in this changing world, I suppose it is necessary to explore new strategies to improve students’ writing motivation, engagement and ability.
Unlike elementary graders who are not equipped with abundant vocabularies and sentences, writing is a major way middle school students can connect personally to their lessons. For almost any topic taught, students can use their own imagination and their own personal lives to write about it. When it comes to writing, student engagement is critical. For students, daily assignments often need to be presented by writing. Furthermore, when they start to work, how to communicate with fellows, employers, or client through emails or text messages are also dependent on their writing experience. Thus, writing is one of the bases to support students’ academic study and future work. In addition to academic purpose, cultivating my students as lifelong writers outside school is another goal of my writing instruction. It is well acknowledged that writing plays a large part in a human’s life. It is a wonderful way to track their growth, understand and identify themselves, construct meaning and so on forth by keeping journals, blogs, or even twitters. Especially for adolescents, who are struggling to identify themselves as distinctive individuals, writing can help them to figure out who they are.
My findings include using digital tools to refresh students and allowing them ample creativity, utilizing research to learn effective methods, allowing the freedom of choice to maintain engagement, and ways to provide adequate feedback. Writing can also be used to advocate ideas, which is beneficial to both students and teachers.
Synthesis:
What I learned from my courses in the NLGL program has made a huge impact on my future teaching. I have learned how to make writing digital, implement technology, conduct my own research, and accept challenges as a teacher. In addition, I have gained enough knowledge to give my students options and let them make choices. Perhaps most importantly, in terms of writing, I know how to give effective feedback. "Way to go!" "Good job!" Sure, these are great comments, but they do not provide any help, and now I can give my students help. Lastly, I can use writing to advocate for my students and they can use writing to advocate their beliefs.
Technology will grow, so will I and my students. Students will always have freedom within my classroom walls, and within my writing prompts. I will strengthen their writing through feedback and myself as a teacher. We will all advocate!
A topic, a piece of paper, a pen, a usual way a traditional writing class adopted to teach writing. However, in this rapidly changing world, the traditional approaches seems to be inadequate in writing instruction. Today, in 21st century, with the spread of new technologies, digital writing plays an increasingly important role in students’ learning. To help students be prepared to fit in this changing world, I suppose it is necessary to explore new strategies to improve students’ writing motivation, engagement and ability.
Unlike elementary graders who are not equipped with abundant vocabularies and sentences, writing is a major way middle school students can connect personally to their lessons. For almost any topic taught, students can use their own imagination and their own personal lives to write about it. When it comes to writing, student engagement is critical. For students, daily assignments often need to be presented by writing. Furthermore, when they start to work, how to communicate with fellows, employers, or client through emails or text messages are also dependent on their writing experience. Thus, writing is one of the bases to support students’ academic study and future work. In addition to academic purpose, cultivating my students as lifelong writers outside school is another goal of my writing instruction. It is well acknowledged that writing plays a large part in a human’s life. It is a wonderful way to track their growth, understand and identify themselves, construct meaning and so on forth by keeping journals, blogs, or even twitters. Especially for adolescents, who are struggling to identify themselves as distinctive individuals, writing can help them to figure out who they are.
My findings include using digital tools to refresh students and allowing them ample creativity, utilizing research to learn effective methods, allowing the freedom of choice to maintain engagement, and ways to provide adequate feedback. Writing can also be used to advocate ideas, which is beneficial to both students and teachers.
Synthesis:
What I learned from my courses in the NLGL program has made a huge impact on my future teaching. I have learned how to make writing digital, implement technology, conduct my own research, and accept challenges as a teacher. In addition, I have gained enough knowledge to give my students options and let them make choices. Perhaps most importantly, in terms of writing, I know how to give effective feedback. "Way to go!" "Good job!" Sure, these are great comments, but they do not provide any help, and now I can give my students help. Lastly, I can use writing to advocate for my students and they can use writing to advocate their beliefs.
Technology will grow, so will I and my students. Students will always have freedom within my classroom walls, and within my writing prompts. I will strengthen their writing through feedback and myself as a teacher. We will all advocate!
Common Core Standards
(English Language Arts Standards » Writing » Grade 7)
(English Language Arts Standards » Writing » Grade 7)
- Text Types and Purposes
- Production and Distribution of Writing
- Research to Build and Present Knowledge
- Range of Writing
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