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writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses

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JOURNAL OF ECONOMIC EDUCATION 2023年第2期54卷 198-204页

作者： Ayadi, M. Femi Onodipe, Grace Univ Houston Clear Lake Healthcare Adm Program Houston TX USA Georgia Gwinnett Coll Sch Business Lawrenceville GA USA Univ Houston Clear Lake Healthcare Adm Program 2151 WHolcombe Blvd Suite 120 Houston TX 77204 USA

Incorporating writing into an economics course is a beneficial goal of economic educators. The potential benefits of using writing to enhance learning among economics students have been emphasized in the literature. writing to learn (WTL) is an act of using writing activities to help students think through key concepts presented in a course. The authors' objective in this article is to describe WTL activities that promote engagement, peer-to-peer learning, and active listening. This WTL strategy was born out of a desire to help students focus and learn in an online format during a particularly stressful time of the COVID-19 global pandemic. However, this strategy can be applied in all teaching formats: face-to-face, online or hybrid, and to both graduate and undergraduate students.

关键词： Active listening engagement note-taking peer-to-peer learning writing-to-learn

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Exploring how writing-to-learn in a mathematics methods course influences preservice teachers' beliefs

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INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY 2025年第2期56卷 231-257页

作者： Campbell, Tye G. G. Hodges, Tracey Yeo, Sheunghyun Rich, Erin Pate, Kaleigh Utah State Univ Sch Teacher Educ & Leadership Logan UT USA Empowering Advocate LLC Rockdale TX USA Daegu Natl Univ Educ Coll Educ Daegu South Korea Univ Alabama Dept Curriculum & Instruct Tuscaloosa AL USA Utah State Univ Old Main Hill Logan UT 84322 USA

Despite research demonstrating positive effects of writing on student achievement, writing-to-learn remains under-utilised in mathematics and mathematics teacher education. In this paper, we explore how writing-to-learn tasks in a mathematics methods course influenced elementary preservice teachers' beliefs about teaching in two domains: mathematics and writing. Preservice teachers engaged in weekly writing-to-learn tasks designed to support their understanding of mathematics content and mathematics pedagogy over the course of a semester. Using survey data, we found no significant difference in their beliefs from pre to post. Such null findings led us to ask new qualitative questions, resulting in a concurrent mixed methods design. Through qualitative analyses of student writing, we found several meaningful and non-meaningful practices for engaging in writing-to-learn tasks. This research supports teacher educators, teachers, and researchers to understand how to implement writing-to-learn tasks and to support students towards meaningful engagement in the tasks.

关键词： Mathematics writing writing-to-learn teacher education teacher beliefs

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Generating timely individualized feedback to support student learning of conceptual knowledge in writing-to-learn activities

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JOURNAL OF COMPUTERS IN EDUCATION 2024年第2期11卷 367-399页

作者： Liu, Yang Xiong, Wei Xiong, Ye Wu, Yi-fang Brook Indiana Univ Kokomo 2300 S Washington St Kokomo IN 46904 USA Mercer Univ 3001 Mercer Univ Dr Atlanta GA 30341 USA New Jersey Inst Technol 323 Dr Martin Luther King Jr Blvd Newark NJ 07102 USA

As a pedagogical strategy, writing-to-learn uses writing to improve students' understanding of course content, but most existing writing feedback systems focus on improving students' writing skills rather than their conceptual development. In this article, we propose an automatic approach to generate individualized feedback based on comparing knowledge representations extracted from lecture slides and individual students' writing assignments. The novelty of our approach lies in the feedback generation: to help students assimilate new knowledge into their existing knowledge better, their current knowledge is modeled as a set of matching concepts, and suggested concepts and concept relationships for inclusion are generated as feedback by combing two factors: importance and relevance of feedback candidates to the matching concepts in the domain knowledge. A total of 88 students were recruited to participate in a repeated measures study. Results show that most participants felt the feedback they received was relevant (78.4%), easy to understand (82.9%), accurate (76.1%) and useful (79.5%);they also felt that the proposed system made it easier to study course concepts (80.7%) and was useful in learning course concepts (77.3%). Analyses of students' submitted assignments reveal that more course concepts and concept relationships were included when they used the proposed system.

关键词： Automated formative feedback Concept maps Meaningful learning writing-to-learn

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writing-to-learn in Elementary Classrooms: A National Survey of US Teachers

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READING AND writing 2021年第9期34卷 2381-2415页

作者： Gillespie Rouse, Amy Kiuhara, Sharlene A. Kara, Yusuf Southern Methodist Univ Dept Teaching & Learning Dallas TX 75205 USA Univ Utah Dept Special Educ Salt Lake City UT USA Southern Methodist Univ Ctr Res & Evaluat Dallas TX USA

We contacted a random sample of 900 elementary teachers (grades K-5) in the United States to inquire about their use of writing to support students' learning of classroom content or concepts. Characteristics (i.e., grade level, public v. private school, school locale, school enrollment) of the 150 teachers who responded to our survey were not statistically different from the entire sample surveyed. More than two-thirds (67%) of responding teachers reported receiving minimal to no college preparation on how to use writing to support their students' learning. Although at least one-half reported using 30 of the 50 writing-to-learn activities included on the survey in at least one subject area, there were subject area differences. Teachers reported using a significantly greater number of writing-to-learn activities in English/language Arts (ELA) than in math, science, or social studies classes (all p < .001) and a significantly greater number of writing-to-learn activities in science compared to math (p < .01). The most commonly reported writing-to-learn activities involved little writing and little critical thinking or analysis. We further found that increases in teachers' grade level and educational level were associated with increased use of writing-to-learn activities in all subject areas. Teachers' beliefs about the use of writing to support learning in different subject areas was a significant predictor (p < .01) of their use of writing-to-learn activities in math and social studies, while their perceptions of having the skills and resources to use writing-to-learn predicted their increased use of writing activities in ELA and math (p < .05). Finally, we found that teachers commonly used best practices to directly teach their students to use writing-to-learn strategies. We discuss implications of our findings for both pre-service and in-service teacher preparation as well as classroom practice.

关键词： writing-to-learn Survey Elementary Teachers

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Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses

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JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023年第3期24卷 e00087-23页

作者： Wallace, Alison Barosh, Theresa Brisch, Ellen Laybourn, Paul Balgopal, Meena M. Minnesota State Univ Dept Biosci Moorhead MN 56563 USA Colorado State Univ Energy Inst Ft Collins CO USA Colorado State Univ Dept Biochem & Mol Biol Ft Collins CO USA Colorado State Univ Dept Biol Pueblo CO USA

Logistical challenges in large enrollment classes are often mentioned as obstacles to active learning. writing is an integral part of being a scientist and is often one of the first tools considered by STEM instructors to increase student engagement, but iterative writing assignments in large classes require creativity on the part of the instructor. We found an association between writing-to-learn assignments designed to be consistent with inclusive learning pedagogies and student performance measures in a large enrollment undergraduate biology course. They provide ample opportunity for deliberate practice and inclusive engagement, components of the "heads and hearts" hypothesis posed to explain the variation in active learning impacts on the performance of minoritized students.

关键词： writing-to-learn inclusive pedagogies active learning

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An Automated Feedback System to Support Student learning in writing-to-learn Activities 19

An Automated Feedback System to Support Student Learning in ...

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6th ACM Conference on learning @ Scale (L@S)

作者： Xiong, Ye Wu, Yi-Fang Brook New Jersey Inst Technol Newark NJ 07102 USA

ISBN: (纸本)9781450368049

Formative feedback has long been recognized as a crucial scaffold for student learning. Due to the job demand of instructors, it is impossible for them to provide individual students with on-demand formative feedback based on individual students' performance. There is a growing interest in developing better approaches to provide students with automated formative feedback to assist their learning. In this research, we design and develop an automated formative feedback system to support student learning of conceptual knowledge in the course of writing assignments. In the proposed system, formative feedback can be generated automatically with the help of concept maps constructed from instructors' lecture slides and students' writing assignments. In this paper, we present the automatic approach to generate formative feedback, discuss the system architecture, and illustrate a prototype of the proposed system.

关键词： Assessment Automatic Feedback writing-to-learn

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Case Study of High School Math and Science Teachers' Beliefs about Using writing to learn and Their Beliefs about Themselves as writing-to-learn Practitioners

Case Study of High School Math and Science Teachers' Beliefs...

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作者： Virginia Elizabeth Dunker Liberty University

学位级别：博士

The purpose of this qualitative case study was to document and explore high school math and science teachers' beliefs and instructional practices concerning writing-to-learn (WTL), or students learning content through writing. Two theories guided this study: Bandura's (1977) theory of self-efficacy and Vygotsky's (1978) sociocultural theory. Data collection included interviews with 10 participants: five math teachers and five science teachers, a focus group comprised of three math teachers and four science teachers from the sample, and participants' journal responses for four weeks. The setting for this study was in an urban high school in the southeastern United States. The student population was approximately 700 students in Grades 6-12, and the school offered a diverse curriculum including health sciences, engineering, and advanced placement courses with an emphasis on preparation for college and career. The four questions to guide this research were: (a) What are math and science teacher's beliefs of their capabilities to teach and use WTL? (b) How do math and science teachers describe themselves as teachers of WTL? (c) What are math and science teachers' beliefs on the effectiveness of writing to support learning? (d) What are the math and science teachers' instructional support needs from the state department of education, administration, and the school district for implementing writing in their classrooms? From the data analysis, five recurring themes emerged from the data analysis: belief about the effectiveness of using WTL, general beliefs about WTL, self-perception as a WTL teacher, belief in the ability to use WTL, and need for support to use WTL. These themes were consistent with relevant literature regarding math and science teacher self-efficacious beliefs about using writing as a tool for learning content.

关键词： teacher efficacy writing-to-learn writing in content areas teacher beliefs about content area writing

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Extended Abstract: writing-to-learn Activities for Introductory Classes

Extended Abstract: Writing-to-Learn Activities for Introduct...

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IEEE International Professional Communication Conference (ProComm)

作者： Lui, Kris Montgomery Coll Maryland Rockville MD 20850 USA

In this workshop, participants will learn about writing as a tool to support learning through inquiry. They will design at least one writing-to-learn assignment that supports a course topic or student outcome in their... 详细信息

ISBN: (纸本)9781538658574

关键词： Introductory college courses low-stakes assignments student outcomes writing-to-learn

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writing-to-learn in High-School Chemistry: The Effects of Using the Science writing Heuristic to Increase Scientific Literacy

Writing-to-Learn in High-School Chemistry: The Effects of Us...

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作者： Denae Nurnberg The University of San Francisco

学位级别：博士

The purpose of this study was to investigate the effectiveness of using the Science writing Heuristic (SWH) as an instructional tool to improve academic achievement and writing in the context of scientific literacy. This quasi-experimental study compared the effects of using the SWH in five laboratory settings over a 16-week span. The SWH was administered to a treatment group (n=63), whereas the comparison group (n=67) received laboratory sessions using a traditional laboratory report format. There were four classes (n=130) of general chemistry enrolled in the study with two teachers. Each teacher taught a treatment and comparison class during the study. A pretest was administered to investigate any between-group mean differences. There was no statistically significant difference in between-group mean differences. The dependent measures administered to investigate differences between the treatment and comparison group included five SWH laboratory scores, a posttest content assessment (CA), a posttest written assessment (WA), and a student perceptions questionnaire. Teacher interviews were conducted as anecdotal evidence of teachers' opinions about the use of the SWH compared with a traditional laboratory format. The means on the CA and the WA were higher in the treatment group than the comparison group. Two independent-samples t tests were conducted to compare the means of the CA and the WA by treatment and comparison groups. Ten paired-samples t tests were used to make planned pairwise comparisons between the laboratory scores. There were five statistically significant differences in laboratory scores; however, there was no clear linear trend of an increase in means over time. There were no statistically significant differences in the posttest CA or posttest WA. There was a statistically significant difference in one of the student-perceptions- questionnaire components focused on writing as a tool for learning chemistry. The results favored the traditional laborato

关键词： Scientific Literacy Science writing Heuristic writing-to-learn Science Laboratories

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Effects of Higher and Lower Level writing-to-learn Assignments on Higher and Lower Level Examination Questions

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TEACHING OF PSYCHOLOGY 2017年第4期44卷 324-329页

作者： Nevid, Jeffrey S. Ambrose, Michael A. Pyun, Yea Seul St Johns Univ Dept Psychol Queens NY 11439 USA

Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom's taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher level writing assignments. We based both higher and lower level writing assignments on the same concepts drawn from chapters of the accompanying textbook but which differed in level of cognitive complexity. The results favored a top-down approach by showing that higher level writing assignments produced significantly better performance on both lower and higher level exam questions derived from concepts students had written about.

关键词： Top-down bottom-up writing-to-learn Bloom's taxonomy

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