Overview

Writing is the highest form of thinking, as evidenced by neuroimaging which shows that more neural networks are activated simultaneously during writing than during any other cognitive activity. This book will help teachers understand how the brain learns to write by unveiling 15 stages of thinking that underpin the writing process, along with targeted ways to stimulate them to maximize each individual's writing potential. This one-of-kind resource is constructed on the premise that everyone has the potential to be a great writer. Many people learn to write in school settings according to a product-based structure in which they get feedback or a grade on an outline, draft, or final version of their work; few are coached on the many hours of thinking that go into that writing process. This book celebrates the invisible thinking behind the products, explains the brain's way of making sense of writing assignments even in light of generative AI, and offers new tools to become a better writer and to assess the writing process. By exposing the invisible thinking behind the writing, Writing, Thinking, and the Brain helps both the teacher and the learner identify personal learning trajectories for better outcomes. Book Features: Spans all literary genres and all age groups and is complementary to any curriculum. Builds on the firm foundation of writing practices of the past with insight from the learning sciences. Practical and accessible examples and illustrations throughout. Written in the voice of a supportive, knowledgeable colleague. Linked directly to Mind, Brain, and Education goals. Leverages Universal Design for Learning (UDL) principles. Offers teacher activities at all 15 stages of thinking with guidelines to support student learning.

Full Product Details

Author:   Tracey Tokuhama-Espinosa ,  Jovi R. S. Nazareno ,  Christopher Rappleye
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 17.80cm , Height: 1.20cm , Length: 25.40cm
Weight:   0.340kg
ISBN:  

9780807786345

ISBN 10:   0807786349
Pages:   240
Publication Date:   24 December 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.

Table of Contents

Contents List of Figures and Tables  vi Acknowledgments  viii Introduction  1 Who Should Read This Book  1 How to Read This Book  3 1.  A Story of Learning to Write  6 Think to Write, Write to Think  8 Lessons Learned  15 Why ThinkWrite? Why Now?  26 2.  The Neuroscience of Writing  31 Learning Trajectories and Their Neural Networks  31 Holons: Parts and Whole  32 Four Categories of Neural Networks for Language  37 When Problems Occur, Diagnosis Is Half the Cure  46 The Holons of the ThinkWrite Model  49 3.  The Holons of Prewriting  55 Understand  56 Know Things  62 Mind Wander  69 Reflect  75 Map and Connect  81 4.  The Holons of Writing  86 Outline  87 Plan  93 Research  97 Draft  102 5.  The Holons of Revision  108 Peer Exchange  110 Feedback and Feedforward  115 Edit  121 Revise  126 Proofread  130 Complete and Commence  134 6.  Toggling to Assist Variability and Flexibility  140 Name It to Tame It  141 Familiarity, Repetition, and Practice  142 Student Choice  145 Toggling for Better Learning  146 The Brain Adapts to What It Does Most  150 Introducing ThinkWrite to Students  151 7.  Tools for Coaching the Thinking Behind Writing  167 Coaching Students to Toggle  167 Valuing the Thinking as Much as the Writing  173 Writing is No Longer Just About Pencil and Paper: Embracing EdTech  187 8.  Implementing ThinkWrite With Universal Design for Learning  189 What is Universal Design for Learning in Education?  189 Differentiation Through UDL  191 Why Do Students Vary in Their Starting Points as Writers?  192 Differentiating with ThinkWrite  193 Determining the Range of Learners  194 Determining the Scope of Activities  195 How ThinkWrite Responds to All Aspects of UDL Course Design  195 9.  From Theory to Practice  198 Why ThinkWrite?  198 How to ThinkWrite (The Quick Guide)  199 Core Principles From the Learning Sciences and Their Implications for Instruction  200 The Bridge Between Our Current Practice and ThinkWrite  209 Practical Steps to Ground Writing Instruction in the Learning Sciences  211 Leverage Points to Change the System  215 The Holons of the Learner and Why AI Will Not Replace Good Writing Teachers  217 Generative AI (ChatGPT)  220 Nurturing Writers  221 Index  223 About the Authors  227

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Author Information

Tracey Tokuhama-Espinosa, PhD, is an instructor at the Harvard University Extension School, and Harvard College Summer School, the associate editor of Nature Partner Journal, Science of Learning, and an international educational consultant. Jovi R. S. Nazareno, MEd, is a graduate of Harvard's Mind, Brain, and Education program, and is a learning science and education outreach specialist at MIT Open Learning. Christopher Rappleye, MFA, is the Ethan A. H. Shepley '41 Chair of Distinguished Teaching in English and Composition and a leader in social emotional learning at the Mary Institute and Saint Louis Country Day School in St. Louis, MO.

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