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Writing collaboratively
- 1. WRITING COLLABORATIVELY Julie Leach 21st Century Literacy Teacher Leader juleach@kckps.org
- 2. GOALS • Develop a deeper understanding why writing will play a pivotal role in the success of our students outside of school. • Develop an understanding of how collaborative writing can be used to support all content areas. • Designa way for students to utilize collaborative writing as a way to show what they know.
- 3. WHAT KIND OF WRITING DO YOU DO?
- 4. WHAT KIND OF WRITING DO YOUR STUDENTS DO?
- 5. “GOOD WRITING MAY BE THE QUINTESSENTIAL SKILL FOR THE 21ST CENTURY” NCTE (National Council for Teachers of English)
- 6. WHAT IS COLLABORATIVE WRITING?
- 7. ACCORDING TO WIKIPEDIA • Collaborativewriting refers to projects where written works are created by multiple people together (collaboratively) rather than individually. Some projects are overseen by an editor or editorial team, but many grow without any of this top-down oversight.
- 8. VIDEO
- 9. Flexibility Interchange of Ideas Freedom WHY COLLABORATE? Higher Quality of Work Foster Discussion & Debate Audience http://www.makeliterature.com/blog/what-is-collaborative-writing
- 10. VIDEO
- 13. EXAMPLES
- 15. WRITING AROUND THE WORLD
- 16. PICKING A GLOBAL PARTNER • What is your vision? • Experience with technology • TimeFrame - one time or • Technology limitations ongoing • Guidelines (student privacy) • Commitment
- 17. GLOBAL COLLABORATIVE NEWS PROJECT
- 18. GOOGLE FORMS
- 20. TIME TO PLAN
- 21. REFLECTION
Hinweis der Redaktion
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- Do a wordle of the words people come up with\n
- Another wordle\n
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- Interchange of ideas – collaborative writing could, in ways that can be tested empirically, produce better work and teach people quantitatively more than in situations where the same individuals write alone. Each aspect of the writing process—including invention, writing, and editing—are inherently social acts that benefit from and thrive in a collaborative environment ([Lefevre1987]).\nFlexibility and freedom – As computer technology appears poised to redefine literary production again, the technology itself is no longer “hardware” like printing presses and movable type but computer source code. As such, our ability to manipulate the terms on which we can communicate and collaborate, as long as we have access to source code, is instantaneously and almost infinitely flexible. We can add a line here, subtract a line here, change a line here and we create a different system and a different environment to shape and control the creation, distribution, or manipulation of literature.\nFostering of discussion and debate – open collaborator’ eyes to how their work compares to that of their peers, giving them a better sense of their own strengths and weaknesses as writers and thinkers.\nEncourage authors to consider their audience – an important aspect of learning to write effectively and yet a component missing in many traditional approaches.\nBy having students write essays and fiction in groups, students produced better work than when they worked alone. Collaborative writings’ effectiveness in the classroom has been repeatedly confirmed in what has become a large collaborative writing and collaborative learning discourse ([Gebhardt1980] [Bruffee1981] [Gebhardt1981]).\n\n
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- Elementary Curriculum Work\nL4L Wikispace\nNotes for Beginning teachers\nEnglish @ Harmon\nSMART Board Wikispace\nSocial Studies Wikispace\n
- Introduction to Google Docs\nGet people logged in if they haven’t before\n\n
- Intro spot on Wikispace - Global Learning\nWhy is this important?\n
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- A quick intro to google forms\n
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- Show this slide if there is remaining time in the session.\n
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