Workshop: Learning to write and the role of learner characteristics
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Transcript of Workshop: Learning to write and the role of learner characteristics
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Workshop: Learning to write and the role of learner characteristics
Martine Braaksma*University of Amsterdam
*In cooperation with Gert Rijlaarsdam & Huub van den Bergh
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Program Introduction Main points lecture Examples of measuring learning characteristics Analyzing interaction effects Designing own experiments Discussion
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Main points lecture Most experimental studies focus on main effects They assume that effective interventions are valid for
whole groups of participants, irrespective of differences in learners’ initial skills, knowledge, aptitudes, attitudes and beliefs
Interactions between learner characteristics and interventions remain hidden
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Different kind of interactions Learning condition Learner characteristics Learning phase Grouping of learners Learning aim
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Example: Learning conditions, learner characteristics, and learning aim
Experimental design:
01 X O2 Learning conditions (X):
Planning condition Revising condition
Learner characteristics (O1): Writing strategy
Learning aim (O2): Learning to write: writing skill Writing to learn: literary interpretation skill
Kieft et al, 2007, 2008
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Learning conditions: Planning or revising
Course on learning to write complete and convincing argumentative texts about short literary stories in two conditions
Planning or revising condition
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Intervention in two conditions
Main phases Learning activities Revising condition Planning condition
(1) R ead ing R ea d ing a lite ra ry s to ry + + (2) D iscove ry Generating ideas
• free writing + - • thinking scheme - +
(3) Theo ry Reading rhetorical theory + + A p p ly in g the ory in sh ort w ritin g ta sks + +
(4) Composing Planning • w ritin g d isco very d ra ft o f th e te x t + - • p la n n in g the te x t - + Writing and revising • re reading a n d revis ing the te x t + - • w ritin g the tex t - +
(5) S haring Sharing texts: Giving and receiving feedback + +
+ , pr esent; - , no t pr esent.
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Learner characteristics Writing strategy (planning or revising): writing process
questionnaire Mixed strategies possible, it’s about preference Revising strategy preference
Thinking through the act of writing Producing free (pieces of) texts, drafts, and then reprocess, revise,
rewrite, select etc.
Planning strategy preference First planning, notes, schemes etc., then write Little revision on line, when writing
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Sculptors (revising) Engineers (planning)
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Learning aims Learning to interpret literary stories by writing about such
stories Learning to write argumentative texts (stand point,
argumentation) Students wrote as post-test an essay:
‘‘You are about to read a short story. Write a text about the story of at least 250 words, in which you tell a classmate what the story is about, and what your opinion about the story is.’’
Essays are rated on two different aspects Learning to write: writing skill (rhetorical attractiveness,
quality of argumentation) Writing to learn: literary interpretation skill (quality of
literary interpretation; understanding of the story)
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Results
Aim: Learning to writeWriting to learn to improve text quality
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Series1
Writing by Revising Writing by Planning
WEAK REVISOR STRONG
Tex
t Q
ual
ity
NON-revising style: revising
condition
Revising style: planning condition
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WEAK PLANNING STRONG
Te
ks
t q
ua
lity
Writing by Revising Writing by Planning
Planning style: planning condition
NON-Planning style: revising
condition
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Results
Aim: Writing to LearnWriting to understand a literary text
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WEAK REVISORS STRONG
Qua
lity
of S
ubje
ct
Lear
ning
Writing by Revising Writing by Planning
Revising style: Revising condition
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WEAK PLANNER STRONG
Qua
lity
of s
ubje
ct
Lear
ning
Writing by Revising Writing by Planning
Planning style: planning condition
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SO? When improving writing skills If writing approach is outspoken?
Best learning via PLANNING condition
n
If writing approach is definitely not outspoken?
Best learning via EXPLORING / REVISING condition
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SO? When improving content learning
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In sum Be aware of the effects of learner characteristics when: Designing writing interventions (effects of conditions and
instructional aims) Designing and analyzing (quasi) experiments in writing
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Measuring learner characteristics
Same as dependent variable (so target skill or learning aim, e.g., writing skill, domain knowledge, motivation)
Different as dependent variable (e.g., aptitude, motivation)
Used in previous studies: self-efficacy for writing, writing strategies, writing skill, aptitude, self-monitoring
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Examples and hands on Self-efficacy for writing Writing strategy Self-monitoring
Complete the writing strategy questionnaire and perform the self test. Surprised?
Time left? Complete the self-monitoring questionnaire. Surprised?
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Analyzing interaction effects in SPSS Preparing the data set Performing mixed models analysis Performing regression analysis Performing correlational analysis Interpretating the output
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Designing own experiments
In pairs: think and talk about opportunities in your own research project to study interaction effects:
Possible? Which learner characteristics? Which measurement instruments? Expectations?
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Discussion of findings and workshop
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Thank you for your attention!
More information:
Slides and workshop materials at: http://www.rtle.nl/Conferences.html
Publications at: http://www.ilo.uva.nl/homepages/martine
Email: [email protected]