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One strategy that would benefit a variety of learners is brainstorming.  “Brainstorming involves recording each thought that comes to mind when a word or topic is presented.  This thinking strategy teaches the student how to bring thoughts and ideas out of memory storage” (Chapman & King, 2009, p.91).  With practice, students could work more independently on brainstorming their own unique ideas. Brainstorming and choosing a direction takes time and should with a dedicated time for exploration (Miller, 2018, p.38).  Effective writing instruction need to include brainstorming.  Teachers need to “allow the students time to simply peruse gathered books, articles, databases, and Internet sources, while looking for a topic that is of high interest to them” (Miller, 2018, p.38).

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5th Grade Social Studies Project          US Presidents Research Project and Wax Museum 

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5th Grade Social Studies Project          US Presidents Research Project and Wax Museum 

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https://www.youtube.com/watch?v=h5HM8GjQwP8

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1.  “The practice of explorative thinking benefits neurological pathways.  When we ask students to immerse themselves in presearch, we are asking them to wander intellectually, a process that is a different kind of thinking and needs lots of practice” (Miller, 2018, p.41).

2.  “Exploration increases creativity.  People who have original and creative ideas do not necessarily have better ideas- they just have more”  “When we give students the time and space to peruse, discuss, and brainstorm, we are allowing them the time and space to be original and creative” (Miller, 2018, p.41).

3. “Exploration allows students to make sure that they have adequate resources.” (Miller, 2018, p.41).

4. “Students are more invested in what they are studying” “By being able to shed uninteresting topics that interest them, they are more likely to stay the course with their chosen topic” (Miller, 2018, p.41)

5. “Presearch better prepares students to build research questions and search effectively with content- specific vocabulary” (Miller, 2018, p.41).

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Sticky-note Swarm-

1. Each student writes their ideas on a sticky note and places them on a shared surface (like a wall or whiteboard)

2. Students circulate and read what others have already posted as they go along and either leave questions or comments

3. Students move sticky notes to clumps so that they are categorized.  The board becomes fluid and ideas start to build upon one another
(Miller, 2018, p.43)

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Writing swarm

“Writing is thinking, so if students have a chance to write before they share out, it provides opportunity for everything, not just those who process quickly and are verbally articulate, to prepare equally” (Miller, 2018, p.45).

-Students do a quickwrite on their topic
-After writing for a few minutes, students share with the person next to them
-Then, student shares to the entire groups which allows their ideas to be verbalized
-Other students can add questions, comments, or ideas to the discussion
(Miller, 2018, p.45)

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Card Pass Around Swarm

-Hand out index cards
-Student writes about ideas
-Collect the cards, shuffle, and then pass back to everyone so nobody knows who has what card
-students write questions or add comments to enhance the ideas or to help flesh out their own ideas
-shuffle again or pass card to next person and repeat.  At the end, the person will end up with a card with new ideas
(Miller, 2018, p.45)

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Differentiation for Special Education and ELL, and Gifted Students

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Differentiation for Special Education and ELL, and Gifted Students

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Writing activities can be differentiated by:

-Using pictures with the words and phrases (in native language and in English)

-Provide a peer or adult to interpret and record student’s ideas

-Provide books and supplementary materials available in the learners first language and appropriate reading level

-Have students write about personally meaningful topics

-Make sure that thinking and talking precede writing

-Emphasize writing as a communication tool

-Relate writing assignments to other texts and language activities

-Have students share their writing

-Respond to errors with sensitivity

(Chapman and King, 2009, p.80)