--- TIC-TECH message:
Hi All,
Since I brought it up earlier, thought I'd share my experiences with
using word processors on the DWA (Direct Writing Assessment) in my
classroom. Here goes.....
I teach third grade, have 26 kids. Eleven networked computers - and I
pulled out another stand-alone laptop on its last legs for the event...
Plan was to give the test on Tues, Wed, and Thurs this week. Kids get a
prompt and have an hour a day for three days to write a response.
On Monday I asked who did NOT want to use computers - figured it might
be best to start that way. Ten kids deferred. That evening I added
four more to the list, based on the fact that they had not been through
the writing process over a period of time using word processors.
Day 1: We get started - all using paper to map out ideas, brainstorm,
etc. Those using computers (12) get to go over to their machines and
start after they have shown me some reasonable ideas on paper. One kid
changes her mind at the last minute, decides she'd rather use paper -
another notices this, asks if she can use a computer instead of paper, I
say yes. Ideas are flowing, stress is everywhere, regardless of writing
medium :) As we near the end of the hour, I suggest those using
computers print out copies of their drafts so they can read them over
before they start the next day. Most of them do this. Computer users
save their work and understand they may not go back to this writing
until tomorrow's testing time.
Day 2: (the earthquake happens AFTER this testing time) The day meant
for big work on the rough draft. All computer users successfully open
their docs from the day before. One student decides she wants to go
back to paper. I suggest she print out what she has written, and use
that to go on as she works on paper. She does. She was a "borderline"
one - capable and willing, but had never gone through a three day
process of writing on a topic on a computer. Seemed much more relaxed
and happy as I checked in on her later at her desk. The big
issue/challenge of the day was being "DONE!" - computer users and paper
writers alike. I suggest major brain breaks for all. Some doodle, some
put their heads down and rest, some go back to their papers or computers
with new ideas, some read through what they have written, etc. One
major technical catastrophe - one child who had typed several nice
paragraphs and was making great progress - lost her day's work. The
computer froze when she tried to print - some nasty conflict, and I had
to reboot. Tried to recover the doc, but could not. I'll give her an
extra hour. She's a natural writer and will recover, but she was
disappointed, naturally. I felt awful. But there is some great writing
happening - on paper and screen!
Tomorrow is the last day. I hope they all come back and can concentrate
reasonably well after the earthquake. I'll send on a "Day 3" message
Thurs or Fri.
Still shaking - Mark
Mark Ahlness
mahlness@cks.ssd.k12.wa.us
Teacher, grade three at:
Arbor Heights Elementary School
http://www.halcyon.com/arborhts/
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