Writing ES Teaching Schema Module : Brain dump! by James Townshend https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm Brain 🧠 Dump 🚛 of ideas💡What we know about writing development with DHH learners en-us 2021-11-15 02:16:00 UTC 2023-05-04 22:48:25 UTC hello@padlet.com NZSL Users https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890072126 If student's first language is NZSL, then we need a different approach to writing. There is research to refer to such as https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22289
We can not treat this group the same as students who have access to sound.
Teachers need support on a different pedagogical approach on what are the barriers and how to we go about reducing them. Also, using an approach where NZSL users video themselves in sign, then edit their video to improve and then redo. This is the same as the same as the writing process. Once this is done, then teacher can write it in English written structure and teacher shows how NZSL is different to sign. As students sees the differences, they can then switch more between NZSL and written English. This needs to be explicitly taught so students understand the differences. 
Scott

]]> 2021-11-15 02:26:27 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890072126 https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890074461 Some of our ākonga need visual language to fully access language. Are all teachers equipped?]]> 2021-11-15 02:27:28 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890074461 Visual success criteria-used to prompt writing and then reflect on and build upon writing skills. Regular, every day tool. Formulated by/with students. Key to informed learning. https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890075541 2021-11-15 02:27:46 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890075541 Understanding context and visual prompts- also scaffolded learning and repitition. https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890076929 2021-11-15 02:28:24 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890076929 Regular use of dialogue journals- with success criteria to match. Great for modelling effective language use and grammatical markers. https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890079276 2021-11-15 02:29:29 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890079276 https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890099474 # Having visual exemplars of writing for students to see what they are aiming for and what success criteria can look like. 
#Focus more on deeper features than surface features
#Having Learning intentions and success criteria.
#Deaf students write well when they experience something that uses lots of senses and they can see it. Abstract things, even retell from past experiences appear my experience as a barrier.
#encouraging students to take risks with spelling and writing and get their ideas down rather than being worried about if they can't spell something 100%. This can be a barrier as some students will only use known safe words and not try richer vocabulary.
# Sharing writing with other students and seeking feedback is powerful formative assessment. It also leads to rich dialogue.
#Free writing time where something is not marked like a diary and is not critiqued. Students can share if they wish but they can also have the right to keep to themselves.
#Writing needs to have purpose! Why are we writing this? Who is it for? Why do we need to learn this.
#Students need extra time to write as processing time can be slower than hearing peers
Scott

]]> 2021-11-15 02:38:45 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890099474 sentence construction https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890125729 Teaching the structure and components of a spoken/ written sentence in English and how to build on it. Compare and contrast with sentence construction in NZSL. How are they the same or different?]]> 2021-11-15 02:50:24 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890125729 cultural capital https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890128620 Draw on student assets, knowledge and cultural capital. Support student to make connections.]]> 2021-11-15 02:51:41 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890128620 E-learning and pedagogy https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890136176 Provide many opportunities for students to use digital technologies to assist with recording draft plans and ideas. e.g. video platforms, voice to text or voice recording. Students are then supported to use these draft recordings to reflect on, improve, extend, and embellish.]]> 2021-11-15 02:55:20 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890136176 finger spelling https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890141866 Many of our students (Outreach) write and/ or speak what they "hear". Use of finger spelling alongside the written letter symbol gives them a visual, kinaesthetic check which they may not have been aware of.]]> 2021-11-15 02:58:06 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890141866 Rich reading programme https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890148457 A rich reading programme of learning supports written language. ]]> 2021-11-15 03:01:18 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890148457 Collaborative writing https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890156706 Allow students to collaborate on a text.]]> 2021-11-15 03:04:52 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890156706 Mind mapping https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890158013 Create mind maps of vocabulary and images]]> 2021-11-15 03:05:30 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890158013 High expectations https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890158401 2021-11-15 03:05:41 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890158401 Self reflection on what I might need as a teacher to up-skill my capabilities in the explicit teaching of writing within the New Zealand Curriculum. lesleybrown3 https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890204723 2021-11-15 03:27:53 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890204723 The skill set of teachers- in relation to bridging and transliterating NZSL/ English https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890294457 2021-11-15 04:16:51 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890294457 Not adequate PD around the writing process https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890296383 2021-11-15 04:18:06 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890296383 Language Experiences https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890549522 Providing opportunities and visuals around experiences.  Taking the opportunity to introduce new vocab then repeat and repeat again.  Record the findings so the students can recall and connect with this learning.  
Karen]]> 2021-11-15 06:58:02 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890549522 Planning and brainstorming https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890553475 Essential to allow the students to make connections, learn new vocabulary, helps staff to see what is and isn't known.  Can relate to own experiences or shared experiences.  Is a part of the progress, and sets up the opportunity to continue to build on to knowledge, or to reconnect with knowledge.
Karen]]> 2021-11-15 07:00:12 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890553475 Teacher knowledge https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890558547 Teachers often have different levels of understanding about teaching learners to write.  Likewise, often have a range of abilities within the group of learners, so need to provide different resources and teach different skills in order for the students to be successful.
Karen]]> 2021-11-15 07:03:19 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890558547 Actively teaching high frequency writing words to emergent writers suebeaton https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890677265 Actively teaching and bringing high frequency writing words to fluency for the deaf emergent writer is an effective strategy. ]]> 2021-11-15 08:10:10 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890677265 Having something motivating to write about suebeaton https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890692789 The writing in the sample above was motivated by the student's mum emailing a photo to his RTD, of the family car with snow on it. ]]> 2021-11-15 08:18:29 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890692789 Utilising phonological knowledge to sound out and write unknown words suebeaton https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890710504 For deaf students who have access to the sounds of speech it is extremely powerful to learn phonics.  The crossover from phonological knowledge gained in reading to writing is usually quite rapid.]]> 2021-11-15 08:27:57 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1890710504 Evidenced based practice https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1892632996 -Writing with a purpose in mind. Link to prior experiences so it is something authentic, easy to relate to, and has context for the Learner. 
-Support with considering who is the audience (links with Theory of Mind). 
-Share learning intentions and success criteria. Show what a good one looks like (WAGOLL). 
-Use self-assessment checklists, rubrics to support self and peer assessment. 
-Model writing and voice what you are thinking. 
-Mind mapping, support with unpacking language and vocabulary. 
-Daily writing - journal or quick writes
-Celebrate student attempts and show how much we value these.  ]]> 2021-11-16 00:35:42 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1892632996 https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1892644963 -You don't know what you don't know. This can be the barrier to supporting Teachers to develop their skills. Having opportunities and videos of good writing lessons, classroom practice in action would be very helpful. Opportunities to work in a range of settings, visit other hubs and classrooms to specifically focus on writing would be helpful. 
-Accessing research articles and being aware of EBP to support the teaching of language skills and writing so that teachers know the best way to support communication modes such as NZSL, Spoken English, or bimodal. 
-Feeling safe to say "I don't know".
 ]]> 2021-11-16 00:41:12 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1892644963 Educationally powerful connections with parents & whanau https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896209618 I believe it is critical to be connected with the whanau in meaningful ways, to support the child with writing at home aligning with what happens in school. The connections also helps teachers to know their students more better, therefore give writing tasks that they can use prior knowledge. 
But, we don't always successfully connect with whanau. This needs to change.
Also, what about student & whanau who do not have full communication access with each other? What strategies can we use here? - DG]]> 2021-11-17 07:29:15 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896209618 Writing in different mediums/purposes https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896216905 There may be more motivation/interest from student when writing in different medium e.g. writing film scripts, blogs/diaries/journals, captions etc. - DG]]> 2021-11-17 07:33:45 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896216905 Foundation knowledge https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896225127 Students need to first have cognitive understanding of something, and in a language - so e.g. they are fluent in NZSL, then they can learn / adapt to English more easily than those who do not have a strong foundation in 1st language. DG]]> 2021-11-17 07:38:28 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896225127 Teachers' own competency between English & NZSL https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896227165 I realise this may be a sensitive topic, but I believe that not all teachers are fluent in both languages to support enough our students who use NZSL as their first language. DG]]> 2021-11-17 07:39:36 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896227165 Constructive feedback / encouragement https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896231349 2021-11-17 07:41:56 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896231349 Students' understanding of their learning https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896235206 Are we explicitly explaining the purpose of the writing tasks?
"Teachers introduced new processes to increase children's understanding of what they were learning...Goals, success criteria and actions were set with each learning group at the beginning of the unit" DG]]> 2021-11-17 07:44:08 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896235206 Students' perceptions on writing https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896241974 I don't think we ask our students enough/at all about their perceptions on writing. This would help us understand how they find writing for them. Questions we could ask include those at bottom of page 33, e.g.  "What do you like to do during writing time? What do you find hard in writing? What helps you learn in writing?" - DG]]> 2021-11-17 07:47:53 UTC https://padlet.com/jamestownshend1/m4mx9eyvgnubeqpm/wish/1896241974