Response #3

Learning with Trade Books & Writing to Learn

Does writing to learn give the pupil more learning power?  Writing is an active learning undertake. When we write to learn we rewrite, revise, organize, analyze and evaluate information as a mean of communication.  The act of writing involves practically the whole body. Writers write because they want to see what their words tell them.  Vacca (2011), states that: “To entice and encourage a new generation of readers, trade books must reflect their diverse needs and interests” (356).  We as teachers/educators need to assist in nurturing that culture of reading. We need to help pupils to categorize the world around them. We need to provide them with the keys to unlocking this mysterious world that surrounds them.  Vacca (2011) states that we should provide the pupils with books that will take them to different places, books that would let them live different live and be different people (356). In nurturing the pupils’ cultural awareness in reading, I would also like them to see the beauty and richness of the world through books. I believe that if the pupils are provided with textbooks that have a positive benefit and are worthwhile and simple to understand, they would be motivated to read.

The process of writing can help clarify as well as grow the pupil’s thought and understanding. Writing to learn is based on the fore mention observation.  Writing to learn is the process of reading, thinking, writing, rereading and rewriting that occurs over a period of time. Writing to learn are informal writing tasks that help pupils to think through key ideas or concepts presented in a course. Writing to learn can be short and impromptu. Writing to learn is powerful in that we need writing to learn to help in communicating information. We need writing to learn to clarify thinking as well as to learn new ideas and concepts. The power comes in the pupils’ ability to take the ideas and concepts and transforming them into their own words. Writing to learn crosses all content areas, for example writing about one’s experience in solving a difficult mathematical problem.

 

 

 

 

 

 

 

 

Response #3

Learning with Trade Books & Writing to Learn

Does writing to learn give the pupil more learning power?  Writing is an active learning undertake. When we write to learn we rewrite, revise, organize, analyze and evaluate information as a mean of communication.  The act of writing involves practically the whole body. Writers write because they want to see what their words tell them.  Vacca (2011), states that: “To entice and encourage a new generation of readers, trade books must reflect their diverse needs and interests” (356).  We as teachers/educators need to assist in nurturing that culture of reading. We need to help pupils to categorize the world around them. We need to provide them with the keys to unlocking this mysterious world that surrounds them.  Vacca (2011) states that we should provide the pupils with books that will take them to different places, books that would let them live different live and be different people (356). In nurturing the pupils’ cultural awareness in reading, I would also like them to see the beauty and richness of the world through books. I believe that if the pupils are provided with textbooks that have a positive benefit and are worthwhile and simple to understand, they would be motivated to read.

The process of writing can help clarify as well as grow the pupil’s thought and understanding. Writing to learn is based on the fore mention observation.  Writing to learn is the process of reading, thinking, writing, rereading and rewriting that occurs over a period of time. Writing to learn are informal writing tasks that help pupils to think through key ideas or concepts presented in a course. Writing to learn can be short and impromptu. Writing to learn is powerful in that we need writing to learn to help in communicating information. We need writing to learn to clarify thinking as well as to learn new ideas and concepts. The power comes in the pupils’ ability to take the ideas and concepts and transforming them into their own words. Writing to learn crosses all content areas, for example writing about one’s experience in solving a difficult mathematical problem.

 

 

 

 

 

 

Response #3

Learning with Trade Books & Writing to Learn

Does writing to learn give the pupil more learning power?  Writing is an active learning undertake. When we write to learn we rewrite, revise, organize, analyze and evaluate information as a mean of communication.  The act of writing involves practically the whole body. Writers write because they want to see what their words tell them.  Vacca (2011), states that: “To entice and encourage a new generation of readers, trade books must reflect their diverse needs and interests” (356).  We as teachers/educators need to assist in nurturing that culture of reading. We need to help pupils to categorize the world around them. We need to provide them with the keys to unlocking this mysterious world that surrounds them.  Vacca (2011) states that we should provide the pupils with books that will take them to different places, books that would let them live different live and be different people (356). In nurturing the pupils’ cultural awareness in reading, I would also like them to see the beauty and richness of the world through books. I believe that if the pupils are provided with textbooks that have a positive benefit and are worthwhile and simple to understand, they would be motivated to read.

The process of writing can help clarify as well as grow the pupil’s thought and understanding. Writing to learn is based on the fore mention observation.  Writing to learn is the process of reading, thinking, writing, rereading and rewriting that occurs over a period of time. Writing to learn are informal writing tasks that help pupils to think through key ideas or concepts presented in a course. Writing to learn can be short and impromptu. Writing to learn is powerful in that we need writing to learn to help in communicating information. We need writing to learn to clarify thinking as well as to learn new ideas and concepts. The power comes in the pupils’ ability to take the ideas and concepts and transforming them into their own words. Writing to learn crosses all content areas, for example writing about one’s experience in solving a difficult mathematical problem.