Micah Russell
When
learners have an opportunity to write, they often end up facing many
similar issues. Whenever instructed to write, unless given a particular
task or topic, they often resort to the excuse that they do not know what
to write about. Because brainstorming is the first step in the typical
presentation of the writing process, it is an important process.
However, if it is difficult for a native speakers of a language to
produce writing ideas during brainstorming, it must be even more
difficult for non-native speakers of a language. Therefore, it would be of benefit for instructors to assist the students in learning how to
brainstorm effectively, as well as providing a resource for them to use
when brainstorming.
This will allow students to begin an interactive writing notebook which will be used as a starting point for a collection of resources for the aspiring writer. Whenever the learner is having issues with writing or with a particular aspect of it, they will have information stored in their notebook that they can use to review.
At the beginning of this activity, the instructor will ask the students to verbally name some of their favorite things. These could vary from favorite foods to hobbies or any other thing; the main point of this exercise is for the students to name many of the things that they like best. As they do this, the teacher may write them on a whiteboard, sort them into categories, or use other sorting methods suitable to the needs and age range of the students. The strategy used to discuss these brainstorming methods, whether in groups or in large group setting, will vary depending on the circumstances and the classroom environment.
After producing these lists and categories, students will then add them into their writing folder. Then, whenever the student is having difficulty determining a suitable subject to write about, they will be able to access the resources they have now stored within their interactive notebook. Instead of making the excuse that they do not have anything to write about, or they are unsure of what to say, they will be able to look into their writing folder and have a surplus of ideas about which to write. This serves two purposes.
First, it allows the learners the opportunity to practice brainstorming as they make these lists and engage in conversation with their class. Second, it allows the instructor the opportunity to demonstrate the implementation of the notebook, and will serve to reinforce the importance of it to the student. It will serve as a constant resource available for access to the students. Because it will be made by the students, it will allow for a hands-on style of learning, and will also allow for customization according to the needs of their learners. Because the students have a part in the creation of the interactive notebooks, they could be more likely to utilize them than a typical textbook.
This will allow students to begin an interactive writing notebook which will be used as a starting point for a collection of resources for the aspiring writer. Whenever the learner is having issues with writing or with a particular aspect of it, they will have information stored in their notebook that they can use to review.
At the beginning of this activity, the instructor will ask the students to verbally name some of their favorite things. These could vary from favorite foods to hobbies or any other thing; the main point of this exercise is for the students to name many of the things that they like best. As they do this, the teacher may write them on a whiteboard, sort them into categories, or use other sorting methods suitable to the needs and age range of the students. The strategy used to discuss these brainstorming methods, whether in groups or in large group setting, will vary depending on the circumstances and the classroom environment.
After producing these lists and categories, students will then add them into their writing folder. Then, whenever the student is having difficulty determining a suitable subject to write about, they will be able to access the resources they have now stored within their interactive notebook. Instead of making the excuse that they do not have anything to write about, or they are unsure of what to say, they will be able to look into their writing folder and have a surplus of ideas about which to write. This serves two purposes.
First, it allows the learners the opportunity to practice brainstorming as they make these lists and engage in conversation with their class. Second, it allows the instructor the opportunity to demonstrate the implementation of the notebook, and will serve to reinforce the importance of it to the student. It will serve as a constant resource available for access to the students. Because it will be made by the students, it will allow for a hands-on style of learning, and will also allow for customization according to the needs of their learners. Because the students have a part in the creation of the interactive notebooks, they could be more likely to utilize them than a typical textbook.
Another excellent perk of interactive notebooks are that there are no concerns over textbook costs or damages, since they are made with low cost materials by the students themselves. Instead,
it is essentially equivalent to carrying a notebook in your backpack, so
the students may feel more free to use it as a reference instead of the
typical pricey textbooks the students encounter. I will include some links below that can serve as an introduction to interactive notebooks; check them out and give it a try with your learners!
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