Technology In Writing: Midpoint Reflection
During my time in my course on Learning Theories & Instructional Design, I have been designing a proposal to use technology to support differentiation within the writing process. I have been supported by a Learning Support Coach (LSC) at my school as my mentor, and I have proposed finding, creating, and storing a series of video supports that instruct upon different aspects of the writing process. The purpose of this video catalog would be to serve as either re-teaching support, scaffolding or enrichment support for students within the writing process. Typical design for writing instruction on process pieces in my district is based on Lucy Calkins, and involves mini-lessons, and then workshop time, where conferencing and pointing out things to ‘notice’ from other students’ writing is the main source of support. However, as behavior disruptions have risen and student academic stamina has fallen coming out of the pandemic, I have noticed more and more time is spent having to re-teach