What is "writing to learn"? What expectations might I need to establish and model?

Today, we know a lot more about teaching and learning than we did just ten years ago.  One key strategy we must use continually is writing to learn.  It's easy to say that writing takes place in all contents, the question is...Are you incorporating WRITING TO LEARN with INTENTIONALITY?  Writing to learn allows students to explore thinking and to comprehend deeply.  Writing to learn allows students to keep track of their thinking and to effectively share clear thinking .

Take a peek at this video from the Teaching Channel to see more informal writing to learn in action. 

Writing to Learn - The More Formal Type

Sometimes we incorporate formal opportunities for writing to learn.  With students, teachers establish expectations and model the thinking that's needed for more formal writing to learn experiences.  More formal writing to learn experiences are probably planned in advance.  So students are successful, teachers may find that they need to revisit expectations and continue to model how thinkers pull together their ideas for more formal writing to learn experiences. Some examples of expectations that might need to be established and modeled for more formal writing to learn experiences include:

1) Choose words wisely (use accurate, precise language)

2) Use content-specific, academic vocabulary

3) Consider your purpose and audience

     -to describe an object or event

     -to support a position or opinion

     - to explain a process or sequence

     - to summarize ideas

4)  Summarize ideas effectively

     -create a main/central idea statement when appropriate

     - capture the "big ideas"

     - support claims with evidence

     - support thinking with clear reasons

     - eliminate small details

     - include your lingering questions

5) Use drawing, charts, graphs, and tables to support your ideas

  

Writing to Learn - The More Informal Type

Frequently, teachers offer more informal opportunities for students to use writing to learn.  These experiences potentially take place on a daily basis and may be planned or impromptu.  Students might need informal write to learn opportunities to jot down their thinking related to an essential question, to write an exit slip from class, to collect ideas/information related to a topic, or to explain how their thinking has changed related to a skill or process.  These are just a few ways that informal writing to learn takes place in class, yet all opportunities are grounded in the thinking that we are asking students to do. These more informal opportunities allow teachers to see into the thinking of students while allowing students to pull their thoughts together, clarify their own thinking, and connect the dots in their learning. With students, teachers establish expectations for this type of writing and model what it might look like.  Expectations are established so the informal opportunities support a student's ability to be organized and their ability to communicate effectively with writing while continuing to elevate academic vocabulary. Some examples of expectations that might need to be established and modeled for more informal writing to learn experiences include:

1) Choose words wisely (use accurate, precise language)

2) Use content-specific, academic vocabulary

3) Consider how information is organized or how ideas are shared

     - use graphic organizers

     - use titles, headings and subheadings

     - use bulleted or numbered lists

     - use charts and tables

     - determine how to effectively show cause and effect

     - determine how to effectively compare and contrast

4) Determine if words, phrases or sentences are necessary