ABSTRACT:
Can collaborative writing increase individual writing scores for third graders?
I initially approached collaborative writing as part of the project-based learning mindset begun a few years back. The 21st century communication and collaboration skills, as well as the mandates of the Common Core, call for a more inquiry-based approach to writing.
Perhaps the most challenging curriculum for most students is writing. Throughout my career, even those most gifted in reading and discussion find it difficult to put thoughts on paper. Since I began my teaching career, the evolution of writing in the primary grades has been fascinating! Whether watching Kindergartners blossom into writers from phonetic spellers or third graders focus and expand their writing with detail, writing instruction has its own rewards. Yet, so many writers struggle. Could they collaborate to become better writers?
From "soup to nuts," throughout the writing process, writing requires feedback...
Can collaborative writing increase individual writing scores for third graders?
I initially approached collaborative writing as part of the project-based learning mindset begun a few years back. The 21st century communication and collaboration skills, as well as the mandates of the Common Core, call for a more inquiry-based approach to writing.
Perhaps the most challenging curriculum for most students is writing. Throughout my career, even those most gifted in reading and discussion find it difficult to put thoughts on paper. Since I began my teaching career, the evolution of writing in the primary grades has been fascinating! Whether watching Kindergartners blossom into writers from phonetic spellers or third graders focus and expand their writing with detail, writing instruction has its own rewards. Yet, so many writers struggle. Could they collaborate to become better writers?
From "soup to nuts," throughout the writing process, writing requires feedback...
CONNECTIONS:
ECI 541-Content Area Reading-I first saw the link between reading and writing, and the value of using graphic organizers to plan writing. It was also the inspiration for a Voicethread project inwhich students read redworm reports.
ECI 545-Theory and Research in Literacy-The idea of action research involving collaborative writing was born.
ECI 543/544/645-Diagnosis of Reading Disabilities and Practicum-Teacher-student collaboration with writing came about as a natural partner to reading fluency and comprehension skills practice.
ECI 546-New Literacies and Media-Collaborating with technology to work through the writing process included planning an opinion piece using Wallwisher.
ECI 524-Theory and Research in Global Learning-Students collaborated online with blog entries after they had Skyped with a Ugandan classroom. Students created an expository piece of writing about Uganda, including content-area social studies objectives regarding geography (location, climate, landforms).
ECI 511-Computer Applications-Various projects helped students collaborate with technology; my Diigo bookmarking project focused on folk music sites as part of a music collaboration with other standards. Various links allowed for cross-curricular opportunities, including "It's Writing, Folks!" which asked students to write a persuasive (opinion) writing piece to convince me to buy a ukelele. Shared re-writing of a fairy tale took place between teacher and student, as well as student-student with the Bookbuilder project.
ECI 523-Teacher as Researcher-I revisited my initial action research about collaborative writing and tweaked it to reflect our school's Empowering Writers program.
ECI 508-Teacher as Leader-Although my project did not involve collaborative writing, it did involve helping to organize students to collaborate for the Odyssey of the Mind competition.