Collars to the Grindstone

Several posts into this assignment there is still no recipe for raw fried potatoes. But, hungry readers wait is over.

Start with russet potatoes. Roughly one medium potato per diner is required. Next, make sure that 1/2 of a medium sweet onion and 1/2 of a green or red bell pepper is also in the ingredient bucket (sliced in strips, per diner). The needed spices are: fresh ground black pepper, a pinch of salt, garlic powder and oregano. All of the spices are used to the chef's discretion (to taste). Next preheat (medium-high) a large skillet with a few table spoons of cooking oil. Peel the potatoes. Slice them into 1/4 inch thick medallions. Drop the potatoes into the skillet. Cook until caramelized edges appear (slightly browned). Add the bell peppers and onions. Distribute the spices over the vegetables in whatever quantity suits the tastes buds of the chef. Saute' (that's French for fry) until the mixture is cooked through and has the right amount of browning (again, chef's choice).

That's it. Serve with additional salt and pepper and or Trader Joe's everyday spice (good stuff).

Now the, how does the teacher put the writing-to-learn episode into full-scale classroom production?

The authors recommend group work or pair sharing as the ideal facilitation method. Students are more apt to participate in this informal writing if they know they will have to share with other students. After the "mad two minutes" of writing have the students continue by reading their partner's writing and then commenting  on each other's WTL.

Then it's the teacher's responsibility to introduce accountability. How? Via large-group discussion. If students know they will have to share they are more likely to do the work.  Start by finalizing any questions that may arise and then call on two or three teams to share their WTLs. Invite class participation by asking for comments. Then move on to the next lesson segment.

Making Connections

Incorporate the class text book into the WTL exercise. Take the questions from the chapter wrap-up that go beyond the usual factual recall answers as your WTL prompts. These are the thinking questions, not the skimming for answers questions. Take these questions and modify them for each class.

Finally, regardless of which type of material used (text book, video, flip chart, etc.) make sure that the graphic content is emphasized. After all. who said a picture is worth a thousand words?

What Can Go Wrong?

Any new knowledge transfer method requires practice. More than that it requires student buy-in. They need some emotional skin in the WTL process. The practice of getting thoughts quickly down onto paper is a skill borne of repetition. It is an aesthetic refinement of those thoughts. Results will get better over time. Who said practice makes perfect?

The buy-in usually occurs through the time honored application of reward and punishment. That is not to say that most students won't provide the teacher with initial cheerful cooperation. The rewards that will solidify the WTL in the classroom lexicon of learning activities are associated with better retention, increased public writing skills, enthusiasm for the content......ultimately better grades.

I would argue that failure to embrace the WTL process provides the punishment of not achieving the rewards mentioned above. If some failures to launch occur-don't take it personally.