Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses: Elder and Champine
This mixed-methods study, conducted at the University of New Mexico examines the effect of WTL assignments on students' success in two "killer courses" (to "'kill' a student's GPA, motivation, academic progress, scholarship eligibility and interest in remaining in college"): a Survey of Math class for non-STEM majors and a Calculus I class for STEM majors.
the possible intersectionality between "killer courses," as a framework for identifying courses where students could use more support, and writing, as a tool for increasing students' success.
research project: main objective became that of assessing the effectiveness of Math writing assignments on students' learning.
empirical examination of whether and which kinds of writing assignments impact students' learning in a math class for majors and a math class for non-majors and to what effect within a killer course context.
the main research questions:
1 Do students perceive that writing assignments contribute to their learning of course content?
2 Does the scaffolding of smaller writing assignments increase students' success on the completion of larger summative assignments (e.g., unit exams, final exams, etc.) in the course?
3 Does a focus on writing as it relates to course content improve students' success (i.e., pass rate) in the course?
"technical writing" assignments that ask students to reflect on the problem-solving process may have more to offer students in terms of their learning of new information
a WTL approach in killer math courses will place an emphasis on using writing to clarify students' thinking about mathematical concepts, rather than simply (or predominantly) give them the practice of writing clearly and concisely
As this study bears out, "a more useful approach to process analysis -- from the learner's point of view -- is to trace in writing the steps required to complete the process or to capture the thinking that leads from one step to the next. This approach also enables students to receive more individualized help as "teachers can look over the process analyses to see if students have misapplied fundamental principles or if they are making simple mistakes" -- agree
Toward a taxonomy of small genres: Young
What follows are some instances of writing tasks that seem particularly appropriate to writing-across-the-curriculum programs
12. In-out baskets:
Create a simulation where students use an “in-out basket” and assume the role and behavior of an administrator in terms of completing and sending out written work to the appropriate parties. This exercise allows the student to utilize organizational concepts, set priorities for work, being forced to write memos and letters, initiating action and corresponding with other professionals and colleagues in the field. These exercises would include decisions and responses so writing is done with a purpose.
--many fields would require a professional writing in this way and many people would benefit from this organization in their everyday lives
14. Professional Speeches:
For a brief speaking assignment, 3 - 5 minutes on specific professional topic of choice, the student must write down notes and stick to development of a topic within a period of time. Then the student will analyze notes and evaluation presentation and justify self-evaluation in writing the presentation along with a peer evaluation of the presentation.
--I actually had to do something similar in middle school. We presented on a specific topic (science, history, etc) while other students took notes. It was important to build our public speaking and writing skills as well as our knowledge of the particular subject.
48. Observations:
Visit another teacher’s classroom and observe a class in session. Write your reaction to the class and evaluate the learning, students, and teacher. Then visit another teacher’s classroom, look for the same things, and compare this visit with your first.
--observations are important in any context. I feel like we do this compare and contrast with many things in life maybe without even knowing. In this way, students recognize their thoughts by writing.