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I find ARMS a very useful and easy tool to use. Students should be able to remember how to use it too and having it designed as a poster and pasted in front of them can definitely help.

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I liked how passionate the teacher teaching the narrative writing was and how often she repeated herself while incorporating movements into her lesson. The students were very actively participating and they repeated most of  what their teacher said. Something particularly outstanding for me was the book opening, tapping on own body as action and ending with a clap at the knees. I think it makes it really easy to relate to how a piece of writing would look like.
A concern I think I heard was that it might not apply to AEDs who might not be so comfortable acting those out but I think it should not be a worry, I think given time, most of us would be comfortable enough to help the student in anyway we can.

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The mannerism of the teacher is important to inject joy in learning how to write. Teachers could help students to think aloud which will then guide them to be creative and write well.

Showing visual steps will also help to guide students how to start their writing.

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Across the different strategies, a commonality between them would be the use of visual supports in listing the steps to writing. These steps will then serve as a guide for students to refer back to, building independence in the skills along the way.

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The techniques need to be demonstrated and carried out well. Young students may need an added element of fun and 'drama'. There is no point teaching the best techniques if the student is disengaged and uninterested.

I realize that the teachers made an effort to stimulate every learning style such as visual (visual cues), auditory (key words), and kinesthetic (physical movement and practice).

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The hamburger method resonates with me as i have utilize it before. Have yet to see further development of the student but this reaffirm me to use it more often.

Nancy Narrative writing sharing is really enjoyable to watch. As she is very expressive & energetic, she would use action and ask the students to repeat her steps and instructions.

Lastly, I believe we have to enjoy writing so as we would also enjoy teaching writing.

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Having different writing strategies definitely help students to organise their train of thoughts. As a beginning, it would be good to provide scaffolding and perhaps make the lesson more interesting for them to make the first move.

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Writing is a very complex task that is difficult even for adults and normal-achieving students. What more for students with learning difficulties.

However, we can help scaffold this task into  simple steps and use visuals to make it easier for students to remember.

I like ARMS for revision of writing. It is a simple yet powerful tool that students can use to improve their writing and make it more interesting. Students can refer to it to revise their writing independently rather than having to figure out how to do it.

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i found myself looking forward to try and use the different strategies shared during the lecture. The strategies may look like its meant for primary school, but coming from a secondary school, I think these strategies would be very useful for struggling writers.

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I love how today’s session expose us to different strategies we can use to teach writing.

The 3 writing strategies I learn from today’s lesson are POW, TREE and Hamburger.

After writing, I can use ARMS to review the writing and COPS to check for editing.

I look forward to Ms Lian section of the lecture because she demonstrate ‘I Do’ very well!

Thank you!

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The students I've worked with struggled with writing. One component which I think they lacked were ideas. It was difficult for them to develop content and creativity because of the lack of reading. The Handburger strategy would allow them to process their ideas through using details and transitions of a simple idea. For a start, we can use COPS to get students to monitor on the structure of writing.

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The techniques learnt are useful not only in primary school but also in secondary school, especially those in NT or those with learning difficulties. Even with additional support, I think teacher's role to be engaging is equally important so the students will not be disengaged. Graphic organizer is a great tool for student to pen down their thought and organized in order.

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There was so much information to digest today! One of my takeaways for today is the use of graphic organisers. Strategies such as ARMS COPS TREE and the Hamburger can be incorporated into these graphic organisers to allow the students to practice these skills both in withdrawal sessions as well as independently at home and in class.

Learning should always be a fun experience and I can contribute by allowing the student the autonomy to design his graphic organiser, find ways to incorporate his interests and experiences when teaching writing and make the entire experience a fun and enjoyable one!

Case-in-point: Saiful is always presenting with a smile (:

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Writing needs a lot planning and it will be effective if students are taught in steps. Visual steps on what to do and making it fun when delivering so that students can remember better. Graphic organizer to plan and infusing ICT will be more beneficial.

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That writing is not easy for students in general. Therefore it is even harder for students with learning disabilities.

In teaching writing, teachers would teach it across a few sessions. Students with learning disabilities will have an even harder time throughout these sessions.

As an AED LBS I can help students who are struggling with the list of strategies introduced in this lecture.

Two ideas that I would use is to, first, incorporate actions to reinforce strategies to memory. Second, I would use graphic organizers to suggest on how to expand on his or her writing.

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I really love the sharing on WAMS. Many times, when a student is given to me to help him in writing, all I see is just a poorly-written piece of work and I have no idea which part I should start addressing - there are just so many things to work on! WAMS provides a good framework to let me clearly see what I can work on, part by part. I see myself going to use this very frequently, so, thank you!

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The tutorial on the various writing strategies were very useful.  I remember having learnt NO strategies when I was in school and there were no such thing as the teacher will explicitly teach you the various writing styles... such as....

- Expository
- Persuasive
- Narrative
- Descriptive

With today's lesson, I find the COPS, TREE, POW and the hamburger strategy extremely useful especially for my LA kids.  Even the Secondary sector will find this strategy good for starter writers.

- Cheers, LJ-

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I found that are many strategies to support students with writing. Strategies like the ARMS, COPS, TREE and Hamburger are great tools to provide structured writing.

I would create visual aid or graphics organiser and keep repeating the strategy until they become independent.

A quote I heard from the video that was shared in the lecture that I like is " Thinking with a pencil ". Learning and writing need to be fun for the students as it is a platform to articulate ideas and thinking.

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I find all the tools shared useful for ourselves and for the students. I like the video on technology writing especially on how the students have autonomy in their planning and writing and how they are provided with the tech support to enhance their creativity and confidence in writing.

I really like the ARMS strategy which I would want to practice on my own to improve my writing and also to use this for the students in future. This strategy is a simple but powerful one.

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I find COPS particularly useful for primary students. Often teachers instruct students to 'check' the work/writing. However, most of the time, they may not know what they need to look out for. Being specific on what to check is important. Giving the student the detective role and identifying errors through fun activities can be an expansion to the COPS strategy.

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The acronyms help me to be more equipped to help and support my students in future. On top of using them to teach students, we can use it for ourselves. I can use it for myself. Also, Teacher Nancy is a reminder to me that the energy we give off will be taken by the students and reflected. So I will always ask myself if the energy I am receiving due to the energy I give off.

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Just wondering inside my mind when these strategies were created?  Throughout my education as a student from Primary to Secondary Level, I did not see my teachers using it.  Oh gosh! If my teacher have introduce me with this strategies earlier, I would become famous writer who sell and write many books man! Jokes aside.

However, after Lecturer shared during NCS120 lecture, I can foresee that these wonderful strategies would be useful for all students especially students who has writing difficulties at text level. I also love the way the teacher teach with dramatic actions and this really bring story alive.

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I liked the various strategies for writing, as they are simple and very useful to teach explicitly to students. WAMs is also great as it helps to break down the observable attributes of a student's writing. It allows us to focus planning of instruction according to 1 area at a time.

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I like the speech to text feature. I often find it difficult to understand the accent of the speakers in the videos and sometimes i find the speed too fast to take down notes. So if the video is played during lecture, i use the dictate function in my hp to translate into word form. This really helps me as when i am watching the video, i can concentrate on what is being shown without having the need to panic (missing imp information). So subsequently, i can process the information and pen down based on my understanding on the lecture notes.

WAMS
- This is a really helpful tool which i will like to try out

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I've learnt that there are plenty of strategies available to teach writing. What is important is that teachers need to provide explicit teaching of the steps and to model how to use these strategies. That said, teachers should make writing an exciting activity to motivate students. Do not limit writing to only compositions for graded submission. Allow students opportunities to write about things that interest them - which can be done through journal writing or reflection writing.

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The strategies covered during the lectures were quite interesting. During my days as a student, we were not exposed to all these detailed and explicit strategies. The acronyms given will make things interesting for the students too. Looking forward to applying these strategies with my future students, and also applying it to all my assignments this semester.

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Writing does not come naturally to most people as we tend to have writers block more so for students with learning difficulties.
To encourage and motivate our students to write better, we must be able to model the the steps appropriately using different strategies (suited for the student).
Lessons must be exciting to and we must allow the student to express their thoughts freely and then guide them to produce a good piece of writing.
I personally would use ARMS as its easy to use and remember.
WAM is something I would like to use as it breaks down the problem a child might have in writing to different criteria. It will be easier then to tackle on problem at a time .

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I was intrigued with the Hamburger strategy but the metaphor does not stick for me. If I use it I may modify the structure to capitalize on an interesting Imagery.

The bottom bun would be my "Base Topic"
The next layer would be the "Sauce" or source.
Above it would be the "Meat", the content of the hamburger.
Above it would be the "Topping", the flair that makes the hamburger tastier.
The top bun will be the "Conclusion", rendering the juicy hamburger ready to eat.

I find use of some of the writing strategies would be most beneficial for children without writing difficulties. However if tools like this can help bring joy and ease to writing, it would no longer be a debilitating aspect of learning despite our difficulties.

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I found the brace maps strategy to be particularly useful.
Usually, we get students to organize and plan writings according to structures that are already taught to them. I felt that the brace maps strategy is flexible enough in that students get to do the planning in a way that they understand best, and also allows them to revisit to edit/add any details that they may think of along the way. At the same time, a lot of other features can be incorporated accordingly when weaving in the use of technology for the brace maps strategy (e.g. thesaurus, speech to text, etc.).

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This is my first time seeing the strategies for writing, I have never know them during my school days. These strategies are useful and there are steps to use them. I will want to use it for my writing. As for the students that I will supporting, I must know their area of needs and profile before deciding which strategies will benefit them in their writing.

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The ARMS strategy for Revising in writing would be helpful for both upper and lower primary pupils in improving their writing.

In using the various strategies for writing, it is important for teachers and AEDs to scaffold the students’ writing process in sentences to help them connect what they speak (speaking skills, listening skills) and build their confidence in writing and it would also be useful to engage their senses through their prior experiences.

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All the strategies covered today are totally new to me as I have never taught English before. I believe writing takes time even for adults and, with all the strategies shared today it helps us as teach our students to do writing in a structured way.

I like COPS as it covered on checking Capitalisation of the letters, Order of the sentences, Punctuations at the end of the sentences or in dialog and Spelling in the student's writing. This strategy is useful for lower primary students.

I have never thought of using technology (using apps like Brace Map app) in teaching writing before this. I will keep this strategy in mind for my future use and for myself too.

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I have personally used hamburger model and a few graphic organisers to assist my dyslexic students when I was teaching them English. There are many other writing strategies such as PEEL (Point, Explain, Evidence, Link), TAPE (Topic, Audience, Purpose, Examples) and I will suit it accordingly for my secondary school students. I definitely agree writing is a process and it takes time maybe a few months for a student to even grasp the concept of writing an opening, body and closing paragraphs. I am more inclined now to use technology to help support my student's writing such as speech to text feature and immersive reader tools. I personally use journal prompts with general issues, current issues examples etc (one paragraph, let them write for 5 to 10 mins most, no penalisation on grammar) to help them start to love writing. It is a start to hook them into writing and make them understand it is not a tedious process and it can be fun.

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I think as an educator, it is important for us to enjoy writing first if we want to encourage our students to write. When we get to model the process, our students will observe and learn as well.

I like how the strategies shared today can be used for our teaching & learning. It involves a lot visuals which is very useful for our students. I may also consider using of technologies for my future lessons.

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I thoroughly enjoyed learning about the various hands on strategies today. Teaching writing is an area I am unfamiliar with. However Dr Liz's sharing of the various strategies such as POW, Hamburger, Tree, Dicotogloss, ARMS and COPS would be beneficial when I conduct withdrawal lessons for writing or differentiated teaching. I also better understood what to look out for and how to grade a student's writing from Ms Lian's section.

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The videos that were shown at the beginning of the lesson were not very new to me but the way the teachers expressed and carried out their lessons gave me a lot of insight and ideas on how I can carry out my lessons with my students when I am an LBS.

The hamburger method was a method that I have used when I was a student myself. I remember seeing the exact same image enlarged and my teacher modelling for us the method on the whiteboard. It was an interesting moment to remember.

As I watch all the videos, I was also trying to come up with ideas and the different ways I can exhibit the strategy. What can I do when I am a teacher to ensure that my students will remember the strategy. Not only remembering the strategy but I will also need to ensure that my students understand and are able to utilise the strategy when needed.

Thank you for today's lecture! Have a good rest and stay safe :)

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I remember an AED (LBS) mentor talking about asking the student to "police" his work. Huh? What's that? COPS! Ahhh!
Capital letters
Organise idea
Punctuation
Spelling

If you think writing is going to be difficult to teach, it will be difficult. The attitude of the teacher comes out in her lessons. The vibes will be felt by the students. So give out positive vibes!

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My learnings:

1.     To create a conducive environment for writing to take place, such as providing tools, writing materials and message board to encourage our students to write and display their writings.

2.     The writing strategies can help us and our students to write better.

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There are a lot of techniques out there to teach writing. It shows that writing is a complex process and needs a lot of guiding and scaffolding from teachers for the students to master it. I find the visuals very helpful as students can refer to them to guide them in the writing process rather than having to memorise the steps. The hamburger model is a good model as it is something relatable and easy to remember because who does not know hamburgers?

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Writing is not something natural that comes to students, it must be modelled, scaffolded and practiced.
The strategies ARMS and COPS are interesting and i wish to implement and see how it turns out on our students. But the careful selection of strategies for our group of students will prove to be a challenge. Each student might require a different strategy and we must be prepared some of the strategies might not work on all of our students.

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All the writing strategies that were shared today seem so useful and applicable to our students' needs. I'm looking forward to trying some of them out with students when we are back in the classroom.

My biggest takeaway from the lecture and videos is that writing should be enjoyable - for both the teacher and student. If we as educators want to inspire and encourage our students to write well, then we need to model the same kind of writing habits.

Fostering a positive, safe environment for students to express their ideas is also important, and accommodations like the use of a word processor or speech-to-text programs can take away the obstacle of physical writing, so that students can first focus on planning and developing their ideas for writing.

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To me, writing is a comprehensive process. Teachers should give explicit instruction about the writing process and the structure. By modeling and providing scaffolding to students at all stages of the writing process, students will feel more supported and confident to write. I feel that teachers also need to self-teach themselves using the various writing strategies available.

Having a teacher who makes learning visible in the classroom and prepares an environment that supports writing will motivate our students to write without feeling apprehensive.

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Today's lecture is like a buffet spread and we are spoiled with choices! I would assess my student's writing needs (observe how the student writes) and the style of learning then match the strategies to better support the student.

I would probably use both COPS and ARMS for my assignment writings to experience the effectiveness of the strategies. I choose both strategies for they appeared simple to use.

The use of visuals and movements are helpful ways to help SEN students remember the steps involve in writing.

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Many of our low progressing learners and students with SEN dread writing as it is a daunting task for them. When a teacher shows the love for writing and breaks down the tasks into bite-sized activities, providing visual cues, fun elements and helping students to make connection will help to alleviate their fear and reluctance. I would love to try out dictogloss with my students to expand their ideas.

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Writing is always a struggle to many people and I am one of them. I believe it is also a huge challenge not only for SEN students but for other students as well.

I would like to try out the COPS strategy with my students. It is one of the easiest strategy to begin with. It allows them time to have a second look at what they have written. Very often, they would just put down their pencils/pens and said they are done without reading through what they have written.

Many strategies shared today. It will take me time to absorb, try it out first before sharing it when I am posted back to school.

PS: Wished my teachers had used all/some of these strategies, with easy to recommend acronyms, when I was still in school.

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Writing is difficult for many, including adult like myself. It involves so many skills in order to produce a good piece of writing. I must learn to enjoy writing so that my student will not have the opportunity to detect my fear, my lack of joy for teaching writing. If I were to choose some strategies to use, it will be strategy for descriptive writing: 5 senses Graphic organisers, revising with ARMS and strategy for editing-COPS. Especially COPS, it’s so simple but most important as foundation for writing.

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The strategies that were presented are really helpful as I have very limited knowledge on how to go about teaching writing prior to this lecture. Some methods that stood out to me are ARMS and COPS, as it lists down the exact details of how students can go about proofreading and editing their work, which would be much more effective than just having students re-read their work without knowing what to focus on.

I also like how technology can be incorporated to make things easier for students who struggle with writing, such as getting them to convert their speech to text as the initial step, which I believe will help to increase their motivation and interest in writing!

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I like the sharing on use of technology to support the students. It will be engaging, and the applications/programmes can help the students gain confidence and learn better. This would be a good area to explore in our local school system, especially when it comes to supporting students with dyslexia.
When they become more proficient, strategies like COPS and ARMS will be useful. Over time, the students will be able to improve on their writing. And this will help them across all their subjects.

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Writing is a daunting task for many students. The writing process can help students break down the writing process into a series of separate manageable steps.
Many of the strategies shared today are very useful. I am excited to try out strategies such as ARMS and COPS. Not only are they easy to remember but they can also serve as powerful tools for students to improve their writing skills.
I also find WAM a useful framework to use as it allows me to identify the areas students need help in. With this data, I am able to plan a more focused lesson that caters to their needs

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As we can't teach writing per se,  I'd like to support m  student with self regulation strategy SRSD model for my student to use these writing graphic organisers to motivate him in his class writing.

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COPs
This strategy is very relavant to pupils that  I usually encounter during my stint.

Thinking Maps
I learn that pupils with dyslexic can relate very well to thinking maps. Thus they can organise their thoughts before writing out their composition.

There were many strategies that were being shared today which has given me many options to think about to implement.
I would keep it at my repository and used the strategies to maximise the learning.

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Back in the day, I do not remember being taught any of these strategies. I like how all the strategies taught today are easy to remember and to teach. I particularly like the hamburger strategy and I know my students will also find it simple to incorporate in their lessons. I will also make us of word banks as the students’ first ‘dictionary’.

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Writing is a daunting task to begin with. Many students tend to whine at the thought of it. What more our students with learning disabilities.

My takeaways for today is that I need to be consistent with the strategy that I use and to follow through with it to see results. Strategies like Dictogloss, POW, Tree, ARMS, Hamburger and COPS are a few strategies that are useful for our students. Each strategy has a different focus but I foresee using COPS and ARMS more after seeing the needs of some students during my stint.

It is also good to keep a library of strategies that I can fish out whenever I needed one.

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I found the strategies shared during the lecture to be very handy for my future use as I've only ever heard of the Hamburger strategy. Interestingly, I used the Hamburger strategy myself during my time as a secondary school student!

During the lesson, I also made sure to think of possible ways I could teach my students the strategies in order for them to appropriately and successfully utilise them.

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Writing is an important process that a child to learn which takes time and it involves many skill sets as mentioned in the slides.

Looking at the video of the classroom in US, technology really helps students with dsylexia in their writing as well as the others in the class which is very important to everyone.
Coming up with various strategies can help students but choosing the right one is crucial as it not only increases the child's willingness to learn the strategies and also to keep in his mind.

Looking at the numbers of strategies can easily choke us if we are eating the Hamburger or it can make us go POW a TREE..  If something happens to any one of us, we will be all Up in ARMS and COPS will be called in...

WAM is easy to learn and will be critical to find out the which area the child needs help in.

In supporting writing, I do believe that we still have to work with parents as well to encourage the child too.

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After today's lecture, I realised that I was introduced the use of Hamburger when I was in primary school. But it was merely an introduction, and we were not taught to use it effectively in our writing.

As shared in our breakout rooms, I found ARMS really useful. It's a really effective way to help students edit and check on their writing. Other strategies like TREE and Hamburger help them organise.

Ms Lian's sharing on WAMS is something I can foresee myself using regularly in the future. And the rubrics will also help me scaffold and plan the next skill to teach.

Thank you for today's session, Dr Liz and Ms Lian!

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Today’s lecture had covered a various number of strategies. I always taught these strategies can only work with normal students, but today I learned that if scaffolding is done correctly, special needs students will also indeed benefit from these strategies as they can be tweaked to be applied to them to make their learning better.

Since I have done a fair share of narrative writing in my stint school, I prefer to use the ARMS, TREE, and hamburger strategies.

ARMS is a strategy where students review their writing, to add, remove, move or substitute words and sentences.

POW and TREE are considered the simplest strategies to even explain to a student.

When the strategies used are fairly simple, students will be motivated to write or at least attempt to write.

The "hamburger" method is a graphic outline of a paragraph's major components. They are encompassed with topic sentences and closing paragraphs.

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Ths strategies for writing were very useful and I especially found the dictogloss a unique way of teaching dictation. Unlike the conventional method of testing dictation, dictogloss allows pupils to use dfferent ways to write notes and also ensures that they comprehend the text.

ARMS is a good strategy that I will definitely use with my pupils once I get the opportunity. I find it extremely useful for pupils to ensure that a thorough check has been done and also allows them to make their writing one with quality.

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There were many useful strategies introduced during the lecture today. I find that COPS and ARMS are straight to the point and easy to apply. As AED(LBS), I will definitely use the two strategies when teaching writing. The WAMS is very useful too. Previously I have no idea what a good piece of writing comprises. The WAMS provides us a clear guideline on assessing writing.

The teachers shown in the videos all showed high level of enthusiasm. They reminded me of Mdm Ng's lesson last Friday :D

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Based on my experiences, students generally dislike writing. They usually face difficulties to even get started. Tools such as 'Thinking maps' and 'Brace maps' can be very useful to help them get started and do planning. I like the five senses graphic organizer where we can use visuals and colours to organize the students' ideas. More importantly, i think the teacher's mannerisms play a big part when teaching students writing as it can either motivate or disengage them. Thus, we must be genuine and teach writing with joy.
Ms Lian's sharing on WAM helped me understand the way of grading a student's writing.

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My takeaway from today's lesson is that we have to be interactive and succinct in our teaching. In the different videos played, we could see that the teachers were quite animated or engaging. This is especially important when teaching young kids, to build the relation between learning and exciting. This also provides the kids with an active learning environment which will be very useful in retaining their knowledge.

The use of acronym is really important. Most a times, students tend to forget what was being taught. However with acronyms, they will be able to remember better as it is short and sweet.

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Writing is definitely not an easy task for our LBS kids as they themselves are struggling with reading, spelling and creating a sentence. I've used the TREE method when I was a T&L helping students with lower ability. I find it effective as it is a good scaffolding for my pupils. I specifically like the actions and drama that the teacher did from one of the videos. It's entertaining and interesting for primary school students. I will try to incorporate it in my lessons.

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The writing strategies introduced during the lecture were very interesting. I can’t recall using any of the strategies during my schooling days. I like the one that uses the technology, especially the speech to text. This apps would definitely benefits students with learning needs express their thoughts to texts.

All in all, when introducing a specific strategy to my students, I must remember to create a step by step visual cue card for them to refer to.Take small step at a time, guide them in their writing and provide scaffolding. Writing can be a challenging and big task especially for students with disabilities. It can be daunting to get them to do it themselves.

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Innovation assistive devices support students by making a speculation map before composing. The new capacity of speech to text message helps with investigating composing freely.

Showing procedure of composing by displaying and separating the instructions into a couple of sessions and demonstrating by rehearsing the expression displayed in the video. It assists the students with being appreciated in learning and take part well in class.

I want to use the graphic organizer as one of the strategies to expand in writing.

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All of the strategies introduced were very useful as each strategy focuses on the different aspects of writing and they are applicable for our students learning.

I really like COPS and ARMS strategies as i think that they are easy to apply and understand. I could see myself using those strategies in my teachings. I also like the sharing of WAMS by Ms Lian. I find the rubrics very useful and informative.

My biggest takeaway from the videos and lecture was that writing has to be enjoyable and fun and that pleasant environment encourages children to express their ideas freely.

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I love how hamburger technique was being taught to allow students to better understand the concept and the flow of story writing.
I also enjoyed watching the video seeing how passionate the teacher was, makes me want to join her lesson!

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The use of visuals to teach and allowing students to refer to helps them with their writing process. Throughout the lecture, there is also a constant message of writing is not an ad hoc task but a process that requires proper planning and ideation. The numerous strategies taught in the lecture will be effective when I am guiding students with their writing in the future.

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Today’s session was very informative as many strategies were shared and I found it very enriching!!!

I particularly liked the hamburger strategy as I feel that to begin with students will be able to relate to this easily. Moreover this strategy involves adding in more layers (more information) progressively. Thus, this strategy can be used for even the young children with the minimum number of layers (minimum sentences) then progressively add in more layers (information) as they progress with their writing.

As much as writing is important, checking our writing is equally important and I feel that the COPS strategy shared today was very interesting. Many children do not check their work after writing and I personally feel that this strategy is a very simple yet effective tool that can be used to check a piece of writing. I like how this checking method can be used even for young children. If I am going to teach this strategy to a young child, I might place more emphasis on the capitalization and punctuation initially as these two aspects are the main components to a basic sentence structure. And slowly I will teach the child to check for the order of his/her sentence. The child should be able to check for spelling as he/she learns more words.

The ARMS strategy was the other strategy which I really like. Just like the COPS strategy, this strategy is a simply strategy that can be used for even the younger children after they complete their writing.

I like how such simple strategies can be used as a powerful tool to check a piece of writing. I would definitely want to apply what I have learnt in the lecture in my teaching in future.

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As educators, learning should be fun and seek a multi-sensorial approach to learning i.e Kinestatic, Visual. I find that most students in my stint school are not yet at the writing level for they possess difficulties in reading, spelling and comprehension. With writing, it incorporates these elements and thus, making it a skill that is difficult. Hence incorporating fun elements and multi-sensorial approach to learning will help in the students' motivation in learning the skill.

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The writing Assessment Measure is very useful. I always have issue explaining and analyzing my student’s handwriting in detail. The guideline and samples are clear for benchmarking.

I have captured a lot of information from the videos which will comes in handy if I encounter the question asked by the emcee. (e.g., best practice for student with disability, training teachers to teach writing (for me to learn), etc)

The pool of strategies to teach writing is interesting and easy to remember. I resonate well with Teacher Nancy’s lesson on narrative writing. Students loves to be engaged and learn well with interaction. Technology is definitely another way to support and cultivate student’s idea in writing. Will internalize all these strategies to better support my students.

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There are many strategies that can help students at different stages of writing like during planning, writing, revising and editing. Some of them use acronyms like POW, TREE, ARMS and COPS which help students remember the steps better. However, knowing the acronyms is not good enough. Teachers have to model and guide students to use them well so that they can use them independently.

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1. While teaching and guiding our students on writing, it is important to be aware of the difficulties they might face. Especially if they present with needs that might hinder them in terms of planning, writing and editing. As mentioned in one of the flipped classroom videos, self-regulation is important in writing.

2. Having a repertoire of strategies is helpful. At least one of them is going to work for one student, and it is up to us to use it in creative ways to ignite interest and creativity in the student.

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Takeaway #1: Using ARMS as a self-evaluation tool.

ARMS is a good tool that students can use to check their own work before submitting, this will really lessen BOTH the teacher and students’ load. This is so as the students will be able to spot their own mistakes e.g. any unnecessary phrases used, or words they can substitute to make their composition more interesting. Teachers will not need to ‘decorate’ the composition with red markings and will be able to pinpoint certain issues students might have and address them more accurately. However, I feel that this strategy might be better for typical students who have more potential in becoming fluent writers. This strategy does require the student to have a certain amount of vocabulary and good sentence construction, I would consider recommending it to a colleague who teaches the English Language in his/her class. But for students with SEN, I might revise this strategy and use it as a simpler self-checking tool when writing complex sentences (maybe).

Takeaway #2: Filling up the Hamburger model

I will also like to combine the Hamburger Model with brainstorming ideas using visuals (this was kindly contributed by one of our coursemates). I usually have issues coming up with ideas, so using images or even social media can help. The hamburger model gives the student a guide in terms of the structure and the visuals are the ‘meat patties’ in the hamburger.

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All the strategies shared during lecture were very useful for me in teaching my students. I really like the COPS and ARMS strategies as they were easy to understand and apply. It can also be used for younger students to teach them on how to check their work.

The WAMS strategy shared by Ms Lian was good as I find that it is helpful for me to assess my student’s writing and check on their understanding easily. The rubrics give me a clear guidelines.

The biggest takeaway for me is that in order for me to encourage students to write well, I need to provide a pleasant environment so that they will not feel threatened. Will safe n friendly environment, students will learn better and they will almost immediately will more open to learn.

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Believing students can write with proper strategies and support are important.

The different type of writing tools are useful for different types of writing.  Some of the tools such as ARMS, COPS, TREES and hamburgers provide guides and make writing more attainable for students with writing difficulties.

WAM is a good tool to assess students’ need and area for improvement. This helps teacher to come out with more specific plan to help the students.

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Writing is a demanding cognitive process as it involves creating, organising, the actual writing, and furnishing.

The writing strategies shared in this lecture are much needed - POW, TREE, Hamburger. The ARMS and COPS strategies are definitely handy when it comes to editing.

The most important takeaway is - writing should be an enjoyable process. Many a time, we treat writing as a requirement for assignment submission, we then shell ourselves from creativity and expressions. I believe, when writing is made enjoyable, not only does the learning process be positive, but the end-product, being the write-up, will be breathtaking.

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I believe that writing is one of those skills that many children, adults alike, tend to evade from. Yet, it is such a powerful tool! Even as I type this, I am relying on my ability to express my thoughts through written words. I can see that throughout my life, I will be writing and it won’t be any different for children. The older they get, the more life would provide them with opportunities to write.

As someone that does enjoy writing, I hope to be able to help my students to develop a liking for expressing themselves through written texts as well. Through the pre-lecture videos and Tuesday’s lecture, I learnt that writing does not have to be boring, distant, irrelevant, enigmatic in the minds of students. Their attitudes towards writing can change, and I will help them with that. When I teach my students how to write, I will get them to use their senses; I will get them to feel the object, smell it, hear it, describe it in whatever way they know as I scaffold their ability to write. I will want them to understand that writing is just like speaking; they are transferring their thoughts to paper! I will get them to talk about their favourite topic and begin by asking them to write about that with just as much excitement they have in their voices. If I can get my students to feel motivated, we have already won half the battle! Motivating them will be my strategy, but not my only strategy. I will equip them with the skills they need by modelling! If we are attempting informational writing, I will teach them how to draft an information essay, scaffold them and get them to actively participate in creating their drafts. There are so many forms of writing out there but children tend to have a limited perspective around writing because the only example they relate to written work are the compositions they write. Hence, exposing them to various genres and styles of writing will be my goal. If I can get a student to enjoy writing, that would be a big achievement for me!

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I found the Hamburger visual to be a useful one that mid-upper primary students can possibly use, because it's something that they can relate too. Plus it helps them to visualise the significance of all the component (ingredients). Without any, the burger wouldn't be nice to 'eat' (i.e. the writing would not be complete).

The breakdown for ARMS was also clear, and provides a good structure to writing for students.

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As I sat in the hospital waiting area, I was following Ms Lian WAMS rubrics on writing assessment. I tried assessing the writing and managed to get it at the correct grading. I do wished to have more examples shown. The lesson on WAMS is very straightforward and easy to follow.

2 strategies that I will want to try on my students in the future will be COPS and ARMS as I find them simple to apply. I am sure when the students are taught with these strategies, writing will be much easier. Once I can capture their interest in writing, I will be able to teach the other writing strategies to them.

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The tools/strategies shared are very useful when it comes to writing.I personally find that most students I worked with struggles with writing.Strategies such COPS and ARMS can help students monitor and review their own writing.