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Draft outline for Writing Talk (Invited Panel for Summer 09 AAPT)

Using Guiding Questions and Rubrics to Improve Students' Scientific Writing

  * Drew's project and results about rubrics.
  * Notes from text
    * Does learning how to organize one's reading teach one about writing? Emily's literacy stuff
    * outlining is linear, concept maps are not linear--how do students learn to output linearly?
    * 4th grade vs 7th grade vs college
  * Scaffolding writing assignments
    * Lots of small assignments
    * Lots of practice
    * You can't write science well until you can write a single sentence
    * Exit interview--Drew's stuff--NOT a lab report with set-up and experiment.
      * "When you write about something, you figure out whether you know it or not".  "It teached (sic) us to write in a physics context."
  * Sensemaking--require every student to do sensemaking for every homework problem.  Dimensions (vs. units), limiting case, tell me what yo learned.
  * What is reflection?  How do we teach it? Relationship to metacognition.
    * How do you know when you know?
      * Students say that listening to lecture is not enough (Liz)
      * Students say that you need to solve problems (Liz)
      * Students can't answer why solving problems helps (Liz)
    * Barbara-settling
    * Us as professionals (do other problems/permutations)
    * Three questions at the end of class
      * Something you learned
      * Something that still confuses you
      * Something you would like to know more about
    * Question at the end of each homework question
      * Tell me something that you learned by doing this problem that you would like to remember.
  * Phases of the moon quotes.