Literaturnachweis - Detailanzeige
| Autor/in | Hamilton-Wieler, Sharon |
|---|---|
| Titel | Collaborative Classrooms: Building a Community of Writers. |
| Quelle | (1990), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Collaborative Writing; Higher Education; Instructional Effectiveness; Teaching Methods; Writing Improvement; Writing Instruction; Writing Research; Writing Skills |
| Abstract | One researcher found that the most productive collaborative learning approach has at its core a communally evolved metalanguage to generate and maintain ongoing dialogue among students and between students and their teacher. A shared metadiscourse about writing was established in the classroom by working in small groups to determine qualities of good writing and then shape them into a statement that would be meaningful and agreeable to all. Creating group histories increased student autonomy and commitment by permitting students to determine their own goals, make decisions about achieving them, and reflect upon their success. Creating questions to initiate group discussion for each draft helped reveal students' heightened awareness of the kinds of questions that will provoke the assistance they require. Students wrote journals after each collaborative session to react to the group discussion. Each composition handed in for teacher reading is accompanied by a letter of transmittal that gives the following information: goals for the composition; how the group helped the student to achieve these goals; risks taken or features of the writing that especially please the student; and direction on how the teacher should read and respond to the paper. This triple-tiered pedagogical approach (whole class, small group, and student-teacher) is intended primarily as a mechanism to enable students to take more charge over their writing goals, processes, and valuations. For students to gain autonomy as true student collaborators rather than as teacher-directed peer groups, collaboration needs to be an integral part of learning and writing in every class period. (Eighteen references are attached.) (MG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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