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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.

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