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Much of what I already naturally do in Physics and AP CSP is in line with writing for learning. I utilize making arguments based on evidence, discussions of what students know, or think they know, and discussing reasoning.

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I love the idea of using the apps for journaling! I would use Daylio for the students who may have an IEP and limited writing skills so that they can respond with emojis to express mood and activities. I would then scaffold that and eventually have them transition to writing. I would use the Grid Diary as a starter or the 5 minute journaling. I think that this is a great way to get them engaged and ready to share ideas without so much fear of speaking or being incorrect.

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Writing can and should be incorporated across the curriculum (including Math)!
I will be using interactive notebooks in Semester 2 and will be certain to incorporate metacognitive prompts within guided notes where students expand on their thinking and discover their own brain's preferences to approach problems.

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Writing notes does help with retention. Requiring reflections and summaries for a grade will help students show what they got out of the session.

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Do not underestimate the power of low-stakes writing in improving our school performance. Teach ARGUMENT in your subject and one day, not too far, in the future you'll feel better! :)

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Do not underestimate the power of low-stakes writing in improving our school performance. Teach ARGUMENT in your subject and one day, not too far, in the future you'll feel better! :)

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One takeaway that I had was that reflection is incredibly important for ALL students, including those that are already high achieving. If students do not make a routine of reflecting on their progress and setting goals, they are working on auto-pilot. Even students who are scoring high, can reflect on new ways to understand and challenge themselves. I will implement more reflection opportunities on a more regular basis. 

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One takeaway that I had was that reflection is incredibly important for ALL students, including those that are already high achieving. If students do not make a routine of reflecting on their progress and setting goals, they are working on auto-pilot. Even students who are scoring high, can reflect on new ways to understand and challenge themselves. I will implement more reflection opportunities on a more regular basis. 

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Writing does not have to be a summative experience. We can have students write with an emphasis on their ideas, not just on their skills in writing (following the rules). Students can give teachers a lot more information by writing to us, versus "fill in the blank-type" assessments.

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I currently include reflection, but have many more ways I can incorporate quickly.  I need to include more peer review/reflection with collaboration.

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Students need time to reflect and make sense of what they learn.  Giving them time to write in a variety of ways gives them this time and accesses their cognitive abilities which is a win-win-win

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Using low stakes writing more frequently as a warm up to spring into different labs and activities.
Notebooks that are intentional for low stakes writing and have a purpose for self monitoring students.

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Low stakes writing can work to improve students overall cognition, meta-cognition, critical thinking skills, and connection. It can help to encourage students to write without the struggle of "writing correctly" getting in the way.

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One take away I had is letting kids write without worrying about the mechanics of writing.  I spend so much time trying to get students to capitalize and use punctuation.  I am going to change that and let them just get their ideas out, then, perhaps, use those ideas to teach them how to edit their writing.

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One take away I had is letting kids write without worrying about the mechanics of writing.  I spend so much time trying to get students to capitalize and use punctuation.  I am going to change that and let them just get their ideas out, then, perhaps, use those ideas to teach them how to edit their writing.