【正文】 Promoting Literacy in the Classroom Through WritingtoLearn Strategies EndofClass Reflection Harry G. Lang Rachel C. Lewis National Technical Institute for the Deaf Rochester Institute of Technology EndofClass Reflection ? This is another type of “WritingtoLearn” strategy. With 510 minutes left in a class session, ask students to write down two important things they learned OR ask two questions about what they just learned. EndofClass Reflection ? There are many other variations to the EndofClass Reflection. One goal is to see how well students can prioritize what is important from a recent lesson. ? Another goal is to see how they have constructed knowledge from the lesson, and whether there may be misconceptions developing. EndofClass Reflection ? The EndofClass Reflection can be helpful in planning the next class. It can help a teacher see individual strengths and needs in the students and plan accordingly. Try It Yourself ? In your journal, please write down two things you learned about WritingtoLearn strategies from the other PowerPoint slide shows. ? If you have not seen the other shows yet, just list two things you know about the benefits of informal writing as a form of munication in the content areas. Reflect and Share ? If you are working in a group, please share with others what you have written in your journal. EndofClass Reflection ? Film clip EOC1 shows a math teacher giving instructions for an “EndofClass Reflection” after a very busy mathematics lesson. ? Film clip EOC1 Reflection Examples ? In the following slides, we will show you a variety of examples. ? In addition, we will summarize what other middle school and high school teachers thought of this approach to embedding writing in the science classroom. EndofClass Reflection Writing to Learn Science A Naturalistic Study* Samples from Classrooms Around the Country *Lang, ., amp。 Albertini, . (2022). Construction of meaning in the authentic science writing of deaf students. Journal of Deaf Studies and Deaf Education, 6, 258284. EndofClass Reflection ? In a lesson on “Extinction of Tigers,” a teacher established the following objectives for her action research: 1. Assess each student?s ability to remember points about the tiger lecture. 2. Assess each student?s ability to pick the more important and relevant points. 3. Use student writing to structure the next day?s discussions in small groups. EndofClass Reflection ? Upon pletion of the lesson she asked her deaf students to list three things they learned about extinction of tigers. Teacher’s Plan “I plan to list the points from their index cards on the blackboard, then prioritize the points with them. I will discuss the criteria for prioritizing with them. Hopefully, it will bee obvious that some of the points they recorded were right on and others were irrelevant.” EndofClass Reflection ? Some examples from her students follow… EndofClass Reflection Student 1 1. Don?t put the dirty air on the tigers 2. Feed them everyday as they are hungry 3. Don?t kill all the tigers cuz people want to save the tigers EndofClass Reflection Student 2 1. Put endanger tiger in zoo 2. Don?t go near where tiger life. If you do then tiger will