OER4Schools/Collaborative writing with EtherPad - Revision history

Bjoern at 19:49, 8 December 2012

2012-12-08T19:49:15Z

← Older revision		Revision as of 19:49, 8 December 2012
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	<noinclude>{{OER4SchoolsRinfo		<noinclude>{{OER4SchoolsRinfo
			\|topic=Collaborative writing
	}}</noinclude>		}}</noinclude>
	<!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->		<!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->

Bjoern at 15:56, 30 November 2012

2012-11-30T15:56:48Z

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	<noinclude>		<noinclude>{{OER4SchoolsRinfo
	{{~~OER4S_asset~~}}		}}</noinclude>
	</noinclude><!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->		<!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->

	Classroom activity: '''Collaborative writing with EtherPad'''		Classroom activity: '''Collaborative writing with EtherPad'''

Bjoern at 15:52, 30 November 2012

2012-11-30T15:52:48Z

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	<!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->		<noinclude>
			{{OER4S_asset}}
			</noinclude><!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->

	Classroom activity: '''Collaborative writing with EtherPad'''		Classroom activity: '''Collaborative writing with EtherPad'''

Bh213 at 10:59, 21 February 2012

2012-02-21T10:59:52Z

← Older revision		Revision as of 10:59, 21 February 2012
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	Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]]		<!-- Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]] -->

	Classroom activity: '''Collaborative writing with EtherPad'''		Classroom activity: '''Collaborative writing with EtherPad'''

Sch30 at 15:22, 14 February 2012

2012-02-14T15:22:46Z

← Older revision		Revision as of 15:22, 14 February 2012
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	1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). '''Groups needs to have mixed reading and writing ability.'''		1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). '''Groups needs to have mixed reading and writing ability.'''

	2. Learners open them and go to EtherPad. Each group makes up a group name and types it in in capitals, eg WHALES. Teacher writes the name of the topic on the board, eg. ~~“healthy foods”~~ or “a story about a magic stone”.		2. Learners open them and go to EtherPad. Each group makes up a group name and types it in in capitals, eg WHALES. Teacher writes the name of the topic on the board, eg. “what foods are healthiest for children to eat” or “a story about a magic stone”.

	3. Each child then types their own name underneath the group name (not capitals, eg “Melvin”) so they all get a chance to practise typing, and so who the group members are is clear to others.		3. Each child then types their own name underneath the group name (not capitals, eg “Melvin”) so they all get a chance to practise typing, and so who the group members are is clear to others.
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	Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. '''Teacher circulates''' to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.		Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. '''Teacher circulates''' to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.

	'''Differentiation:''' Some learners will be faster than others; allow the slower ones to write less in the time available, but encourage the faster ones to write longer pieces using more of ~~teh~~ shared words, and to proofread carefully what they have written.		'''Differentiation:''' Some learners will be faster than others; allow the slower ones to write less in the time available, but encourage the faster ones to write longer pieces using more of the shared words, and to proofread carefully what they have written.

	'''Alternative:''' You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.		'''Alternative:''' You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.

	'''Alternative:''' If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.		'''Alternative:''' If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.

Bh213 at 10:07, 14 February 2012

2012-02-14T10:07:24Z

← Older revision		Revision as of 10:07, 14 February 2012
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			Download pdf: [[File:Collaborative_writing_with_EtherPad.pdf]]

	Classroom activity: '''Collaborative writing with EtherPad'''		Classroom activity: '''Collaborative writing with EtherPad'''

Bh213 at 20:27, 13 February 2012

2012-02-13T20:27:58Z

← Older revision		Revision as of 20:27, 13 February 2012
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	Classroom activity: Collaborative writing with EtherPad		Classroom activity: '''Collaborative writing with EtherPad'''

	1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). ~~‘’’Groups~~ needs to have mixed reading and writing ability.~~’’’~~		1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). '''Groups needs to have mixed reading and writing ability.'''

	2. Learners open them and go to EtherPad. Each group makes up a group name and types it in in capitals, eg WHALES. Teacher writes the name of the topic on the board, eg. “healthy foods” or “a story about a magic stone”.		2. Learners open them and go to EtherPad. Each group makes up a group name and types it in in capitals, eg WHALES. Teacher writes the name of the topic on the board, eg. “healthy foods” or “a story about a magic stone”.
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	3. Each child then types their own name underneath the group name (not capitals, eg “Melvin”) so they all get a chance to practise typing, and so who the group members are is clear to others.		3. Each child then types their own name underneath the group name (not capitals, eg “Melvin”) so they all get a chance to practise typing, and so who the group members are is clear to others.

	4. Each group ~~‘’’brainstorms’’’~~ words related to the topic that they might want to use in a story or piece of writing. They type the words straight into the Etherpad under their group names (leave a blank line under the names), sharing and ~~‘’’rotating~~ the ~~netbook’’’~~ so again everyone generates and types at least one word.		4. Each group '''brainstorms''' words related to the topic that they might want to use in a story or piece of writing. They type the words straight into the Etherpad under their group names (leave a blank line under the names), sharing and '''rotating the netbook''' so again everyone generates and types at least one word.

	Encourage them to be imaginative! If they don’t have many ideas, ask a few open-ended questions to start them off (e.g. “What hobbies do people you know have?” “What could a magic stone be used for? What problems might arise if it could really do anything its owner wanted?”)		Encourage them to be imaginative! If they don’t have many ideas, ask a few open-ended questions to start them off (e.g. “What hobbies do people you know have?” “What could a magic stone be used for? What problems might arise if it could really do anything its owner wanted?”)

	5. When you judge that they have written enough (a few words per group is fine), ask them to ~~‘’’look~~ at the other groups’ ~~words’’’~~ (but not before, so they don’t copy). Show them how to scroll if necessary. Discuss with them how many words are the same across groups. Are there any particularly interesting or novel words? If so, point them out and ask the author to explain how their word fits the theme, but don’t spend too long on this. If there are spelling mistakes, ask other children to correct them.		5. When you judge that they have written enough (a few words per group is fine), ask them to '''look at the other groups’ words''' (but not before, so they don’t copy). Show them how to scroll if necessary. Discuss with them how many words are the same across groups. Are there any particularly interesting or novel words? If so, point them out and ask the author to explain how their word fits the theme, but don’t spend too long on this. If there are spelling mistakes, ask other children to correct them.

	6. Each child ~~‘’’writes~~ a short story or factual ~~paragraph’’’~~ in their books, drawing on the words generated by the class; they should try to include as many as they can, forming proper sentences with them, and adding in any other words they want to. Ask them to try not to repeat words but to make the sentences as varied as they can, and to make sure they ~~‘’’include~~ some ideas from other ~~groups’’’~~ as well as their own.		6. Each child '''writes a short story or factual paragraph''' in their books, drawing on the words generated by the class; they should try to include as many as they can, forming proper sentences with them, and adding in any other words they want to. Ask them to try not to repeat words but to make the sentences as varied as they can, and to make sure they '''include some ideas from other groups''' as well as their own.

	Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. ~~‘’’Teacher circulates’’’~~ to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.		Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. '''Teacher circulates''' to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.

			'''Differentiation:''' Some learners will be faster than others; allow the slower ones to write less in the time available, but encourage the faster ones to write longer pieces using more of teh shared words, and to proofread carefully what they have written.

	~~‘’’Differentiation~~:~~’’’ Some learners will be faster than others; allow~~ the ~~slower ones~~ to write ~~less in~~ the ~~time available~~, but ~~encourage~~ the ~~faster ones to~~ write ~~longer pieces using more of teh shared words~~, and ~~to proofread carefully what they have written~~.		'''Alternative:''' You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.

	~~‘’’Alternative~~:‘’’ You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.		'''Alternative:''' If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.

	~~‘’’Alternative:’’’~~ If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.

Bh213: Created page with " Classroom activity: Collaborative writing with EtherPad 1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). ‘’’Groups ne..."

2012-02-13T20:23:12Z

Created page with " Classroom activity: Collaborative writing with EtherPad 1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). ‘’’Groups ne..."

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Classroom activity: Collaborative writing with EtherPad

1. Share out all the netbooks – make equal sized groups (or pairs if there are enough machines). ‘’’Groups needs to have mixed reading and writing ability.’’’

2. Learners open them and go to EtherPad. Each group makes up a group name and types it in in capitals, eg WHALES. Teacher writes the name of the topic on the board, eg. “healthy foods” or “a story about a magic stone”.

3. Each child then types their own name underneath the group name (not capitals, eg “Melvin”) so they all get a chance to practise typing, and so who the group members are is clear to others.

4. Each group ‘’’brainstorms’’’ words related to the topic that they might want to use in a story or piece of writing. They type the words straight into the Etherpad under their group names (leave a blank line under the names), sharing and ‘’’rotating the netbook’’’ so again everyone generates and types at least one word.

Encourage them to be imaginative! If they don’t have many ideas, ask a few open-ended questions to start them off (e.g. “What hobbies do people you know have?” “What could a magic stone be used for? What problems might arise if it could really do anything its owner wanted?”)

5. When you judge that they have written enough (a few words per group is fine), ask them to ‘’’look at the other groups’ words’’’ (but not before, so they don’t copy). Show them how to scroll if necessary. Discuss with them how many words are the same across groups. Are there any particularly interesting or novel words? If so, point them out and ask the author to explain how their word fits the theme, but don’t spend too long on this. If there are spelling mistakes, ask other children to correct them.

6. Each child ‘’’writes a short story or factual paragraph’’’ in their books, drawing on the words generated by the class; they should try to include as many as they can, forming proper sentences with them, and adding in any other words they want to. Ask them to try not to repeat words but to make the sentences as varied as they can, and to make sure they ‘’’include some ideas from other groups’’’ as well as their own.

Learners should pay the usual attention to punctuation, grammar etc, as appropriate for their age. ‘’’Teacher circulates’’’ to see how they’re doing and illustrates / reminds them of what they need to do if necessary, but lets them make their own choices about what words to use.

‘’’Differentiation:’’’ Some learners will be faster than others; allow the slower ones to write less in the time available, but encourage the faster ones to write longer pieces using more of teh shared words, and to proofread carefully what they have written.

‘’’Alternative:‘’’ You might want the group to write the story or paragraph together instead? So only one child writes while all of them make up sentences. Only one book will contain the writing of course, but the group may benefit from having collaborated. Or they can work together anyway and each write the same sentences down, helping each other with spelling and punctuation.

‘’’Alternative:’’’ If you found a group was particularly adept at using the computer earlier, they can try typing their story into Etherpad, working together on a single story. But if they are very slow at typing, they should write by hand instead.