The Writing Process...Just a Complicated!!

With the eye opener class on Day 3 about the reading process, we should not have been surprised that the writing process was just as complicated. We were a little more knowledgeable going into the task analysis for writing, but we still did not have an exhaustive  list. When we looked at the process as a class, attention to task was essential, just like in the reading process. Looking at how we sit and our posture, and how long we had to sit would all have an effect on our writing. Position of paper, choosing the proper tool, lined paper or blank? All of these things are before we even put the writing utensil down to write! All of these are cognitive frontal lobe processes. We could also look at poor organizational issues and students who don’t have the tools to start the writing process. We pull from our long term memory for information such as where to start on the page, shapes and ability to construct letters, cursive or printing, knowledge of grammar, spelling…. And the list goes on! Metacognitive skills such as focus, self control, correcting, and manipulating are all part of the process as well. There is also prior knowledge automaticity of grammar, shape, size, spacing etc. And finally, with all this and much more that I have not included, students are expected to complete the task in a time limit.

This activity makes you realize as an educator, how important it is to do a task analysis of what we are expecting students to do. We need to be aware of what is involved and ask ourselves how ALL of our students will be able to complete the task. With this knowledge, we can make the appropriate match of assistive technology, if needed.  If assistive technology can enhance performance and we have access to the technology, it essential we expose students who could benefit.

We as educators, also have to remember that when people write they are expressing themselves and that we can express ourselves in other ways then just writing. Teachers get caught up in assessing writing skills but we can find out what students know through other processes. Writing should not be the only way to demonstrate knowledge. Speech to text for students who are expressive and can organize their ideas is an option if writing is laborious. But even students who have these traits, need to be taught how to use speech to text effectively. Students need to be able to speak clearly and with confidence, and they need to keep it simple. You are dictating to a machine and teachers cannot make the assumption that students know how to do this. We have to remember that students can have rich language but not be able to get it down on paper. We can teach these students that have difficulty getting started in the writing process how to use strategies such as graphic organizers.

We were introduced to some low assistive technology through a video and our professor showed us a few as well. These low tech options may be all that a particular student may need, and as educators we shouldn’t get too tied up in the high tech if there is a low tech option. Simple and effective to enhance performance may be best.

Just a few low tech items you can use for students. I use the page holder often when students are typing from something they wrote on paper and the timer that visually shows the time going away is really effective. I also found some left handed items that spoke to me, as I am a lefty. I really like the notebook with the ring on the opposite side. No more hands hitting the ring!

We also did a group activity where we made a visual representation of the many APPs available on Mac, Microsoft, Android and Chromebook. Our group looked for APPs for Chromebook. There were many but any of the extensions would need to go through our school boards to get permission to have them put on as extensions for our students. It can be quite a process, but if the extension seems invaluable, it is worth it.