Reflection - DAY FIVE - Reluctant Writers and the Writing Process

We examined the writing process this week by viewing several case study videos that followed the lives of two students -- Nathan and Lauren. Both students had learning difficulties and went to see Dr. Mel Levine who helped to narrow down the specific areas of challenge. Dr. Levine looked at how the brain was affected by learning by administering 33 different tasks to see how the brain was wired. He looked at each individual's strengths and weaknesses as they applied to learning, and zeroed in on the challenges.

As we viewed the videos we stopped to write two summaries. The first summary was written by hand on paper -- the second was a typed summary. As we were writing, we had to think about what was happening as we typed.  We performed a task analysis of the writing process. We referred to Barb's graphic of the writing process (see below)

It is amazing just what goes into the writing process!! I feel it is important for teachers to be aware of this so they understand where and how things can break down for students.

We looked at compensatory programs, software, devices that could be used to help support the writing process, at any point along the way.  We were introduced to a series of videos that provide information about how to help students overcome developmental disabilities.  This series is called Kid Sense Child Development and I have provided the links to those videos on my blog.  They discuss many topics, such as handwriting difficulties, organization, and coordination.  We also looked at a very interesting video about low tech handwriting tools.

This video is amazing! It offers MANY ideas to support students with fine motor difficulties.

When looking at the writing process and where and how it can break down, you quickly realize...the WRITING PROCESS IS COMPLICATED!!  It is so important to have compensatory strategies and programs for students that support their writing.

One of the most valuable discussions we had during this class was around who would benefit the most from a particular intervention.  For example, if you are recommending a keyboard for a student, he/she should have fine motor problems, motor control problems, visual spatial problems, difficulties with self-regulation to hold pencil, emotional/engagement problems, proprioception problems, visual-motor problems, or grapho-motor problems. You need to think about why you are "making the match" to the keyboard -- what evidence do you have?

I also enjoyed discussing whether or not compensatory strategies/programs are considered cheating.   I completely agree with my colleagues that those who feel it is "cheating" do not fully understand the program and/or what it does and HOW it supports the student.

As usual, I always enjoy looking at the available programs/AT that is out there to support our students.  We looked at WordQ and SpeakQ, Dragon Naturally Speaking, LIPS, KLICK, Kurweil, Co:writer, Tiki notes, Inspiration, Draft Builder Solo, Writing with Symbols, Fusion Keyboard/Writers, Write Out Loud, Handwriting without Tears, Clicker5, Classroom Suite, pencil grips and low tech tools...  There are SO many things available!!  We need to work at matching the student with the best tool to support his/her learning.