Intervention Activities for Students with Writing Difficulties"},"lengthSeconds":"5846","ownerProfil

so goodbye foreigner, do it in this era of new normal online is not your only option because new normal means new learning modalities and new learning possibilities. Let vivald make offline learning possible with smart class. The smart class contains pre-made daily mojos sequenced according to the deb eds. Budgeted teaching and learning calendar. Each module has a specific lesson length and has day markers to guide parents and teachers in asynchronous student learning. Within the modules available in Smart Class you will find the following elements. The first learning competencies are identified at the beginning of the modules. are available to assess

students

' prior knowledge on the topic.

This set of

activities

found at the beginning of each lesson can also serve as motivational

activities

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Students are expected to summarize the lesson on their own using a graphic organizer. You can also assess the quality of your students' learning by allowing them to practice their Learning in real life through formative performance tasks. Smart Class content is designed for the entire academic year and is available for five core subjects, all aligned with Deped's K-12 curriculum and covering the most essential learning competencies prescribed by David. copy smart homework before school open contact marketing at debagroup.com to know more good morning cubby ball and welcome to our learning

intervention

webinars here for this afternoon's discussion our topic will be

intervention

activities for students with learning

difficulties

writing

before you begin take note of the following reminders make sure you are registered for the webinar to obtain your electronic certificate of participation.

You can visit certificate.group.com to generate your proof of attendance. Post your question in the comments box frequently during the session and it will be addressed. by our speaker later share the video using learners1 ph is our official hashtag towerball webinars experience learning kabib and now to continue with our webinar this afternoon it is my pleasure to introduce you to our distinguished speaker our speaker this afternoon is a tester philippines k-12 basic education curriculum and academic consultant consultant first sisters of mary philippines ladies and gentlemen, please welcome brother roderick and aguirre good afternoon viewers once again we are here to continue our discussion on intervention for that we can help our students become better not only with academics but with all the other skills that will help them become lifelong learners and this afternoon we will focus more on the

writing

difficulties

of our students, how we can come up with creative activities that would surely help our students with their writing difficulties.

Yesterday I talked in fact, last night I talked about handwriting or the development of fine motor skills towards writing and handwriting per se, which would be one of the difficulties or reasons why our students would have difficulty with writing and let's continue with that today and It's September 1st and it's the beginning of the burn months and I think you're already feeling the cool breeze, although here in Canada it's not cold yet, but still you know it's still hot and hot, but there is nothing to say about this. weather and we should be grateful for everything we have, regardless of experience, God is always with us and to share with you our topic for this afternoon, I have prepared for you a quite elegant presentation and let me share this with there you have it, so , our topic for this afternoon is a continuation of my discussion last night about writing, it's about this week, it's about learning interventions and how we can help our students overcome some of their identified difficulties, and I think One of the many difficult difficulties that our students face in the learning process would be writing and yesterday we talked about handwriting and now we are going to focus more on the writing difficulties of our students and what we can do is think of creative ways to help students to carry out writing tasks one of the many reasons why our students do not like writing as an academic activity or simply as a personal activity is because they see it as a very mundane activity, something that they do not like. enjoy doing it and that is why one of the many professional intervention activities that I would like to suggest later would be to learn about creative ways that would help our students become better writers, if not better writers, at least know to attract them to start to write and and and the benefits of writing uh are tremendous, so this will be our online for this afternoon.

I am very excited. I added a new element for this for September and you will discover my additional element in my discussion so I have, I will start to complete the deduction and break myths about the execution of composition and the difficulties of composition, so instead of having five or more myths , I just picked two or three most common myths about the topic I'm about to discuss and then I won't present, you know, samples of anecdotal records. When I go to the records, I would situate our discussion, uh, uh, topic discussion, that's what I call it, I'll call it a situation analysis where we're going to contextualize our discussion through a simple anecdotal record.

Okay, and then we'll discuss again. My way of discussing the concepts and nature of my topic would be question-answer. This is one of my strategies when I write. I always do qa. Strategy. Question answer. Strategy that gives. For me, more purpose and more clarity about what to research, okay, so the discussion will focus on understanding the ways that teachers and parents can provide intervention for students with writing and composition difficulties, and there will be an open forum, so if you have questions along the way and and concepts that you would like to be clearly explained again because they are very vague at the moment, so feel free to write your comments, clarifications and questions in the comments box below, very good , and then I will have my conclusions and implications on how we can help our students and overcome their writing and composition difficulties.

Let's start with the introduction. This is one of my parts. This is one of the most interesting parts. One of the most interesting parts of my presentation is you. I know to look for myths that are commonly shared by many people, both teachers and parents, so let's start with number one, okay, many people believe that everything you know. The teacher's perspective that everything my students write should be graded. Many teachers and even parents believe that written results are fine and students should be graded. I don't agree, and this is a myth, so let's break this if our students have the idea that all the apples written are all. graded and they will have this generalization that rot is only for a particular piece of writing it is just an assignment to get certain grades it is not something we are going to do personally or something you know we do recreationally so we need to teach our students that writing is an integral part of academics and part of our personal growth, as well as making some journals, reflective journals, even to write on your Facebook account, your thanks, these are forms of writing, so we would like our students they did it. realize that writing is not only an academic requirement but also a day-to-day activity that they must carry out and, therefore, they must realize that writing is a necessity in a society like ours and, therefore, they must learn to do it. be good at it so not all we should as teachers and parents we should teach our students that not all written outcomes should be created and you know that especially for formative assessment okay so we encourage our students because it's good for them.

The next myth is Okay, I need a script to teach writing. Many teachers believe that they are not comfortable teaching writing to students, and in fact, if listening is one of the most neglected skills in all of academic writing, it would be surpassed by that. Very well, many things, many teachers demand many writing activities from the students and yet some teachers, you know, give time to the students to teach them to write not only in English or Filipino or in subjects of languages, but basically in all subject areas all subject areas and there is not a single teacher of a particular subject area I would not require students to do some written results according to nothing no if we demand something good it is basically the principles of learning, teach and learn if if we demand something from our students then we must teach that skill so that we know that whatever we demand of them will not frustrate us because we know that we teach them that skill therefore you do not need a script to teach writing you must do it. should be situated on what you want your students to write about, so if you want your students to take notes, teach them how to do no digging if you want your students to summarize and teach them how to summarize if you want your students to do an outline and then teach them how to do it, so whatever you want, demand of your students, you don't need a script otherwise it wouldn't come natural, but you know, anything you demand of students is a result which is when you teach that, so now I'm the last one to submit, teachers don't need to be writers, unfortunately, that's why writing is difficult to teach and teach students because few teachers are dedicated to writing.

Well, I know a lot of teachers do it. a lot of lesson planning, but it's a different type of writing, since we, as a right of writing, we demand of ourselves, we demand of ourselves to make a lesson plan, what we ask of you is to make a summary, we do an outline make an article make an argument an argumentative essay make written results written reports and all that so we, as teachers, when we again demand of our students, we make sure that whatever we demand of our students is something that we can do because It will be like we are charlatans, we are, we are preaching, you know something that we don't actually do, so this is a myth.

I think that being a good teacher at teaching students to write is that you have been involved in these writing activities. Ok let's go. I will not continue with my new item in my September discussion. It is situation analysis. Situation analysis. I will provide examples of anecdotal records about writing and find out what the student's problem is. Let's do this, so we have three observations from two students. and the observation activity, one would be the writing workshop, so everything has a correct reward. The teacher here requires students to spend at least five minutes five minutes of their time every day to write something like summarizing the lessons or writing about the topic we just discussed, so have student one student one in observation one drops the pencil and the book on the floor look at the boy sitting next to him look at his neighbor's paper shake the pencil let me show you that shake the pencil okay, okay, that's it, drop a pencil on the floor and watch the chat sitting next to him he loves his neighbor's paper and shakes the pencil and turns his head or so that's fine observation 2 in the following writer's activity he puts the pencil through the rings of the notebook I don't have a ring for the notebook and closes his writing diary during lessons out loud or sincerely as said at the desk it's okay observation 3 erases a blank page from the notebook there is nothing written in the notebook and yet he keeps erasing something pretending that he wrote something lifts the sharpened pencil even if it was like that He is not used to it, he tells the teacher that he needs his medicine, as you know, I think he has a headache and he does not write anything at the end of the lesson, okay, based on these behavioral observations of student one, we would understand that a child has not boarded. write any writing activity why what is the problem the child has trouble writingconcentrate on the activity, so if our students cannot write, it does not necessarily mean that they have writing problems, it could be that they have deficits or difficulties prior to writing and one of which would be focusing attention, many students who have problems focus their attention would definitely have difficulty concentrating on writing activities, especially because writing is a very demanding activity, it requires you to know the total focus of the student and if Students like this are manifestations of students who have difficulties with attention, then, How are we supposed to deal with this?

Then we identify if we are able to identify the problems in their attention deficit or that attention deficit, but focusing attention then we probably can. You will probably ask the child about her interests. There is a possibility that the topics we provide are not within the students' field of interest, so we may want to engage our students in writing. make sure that the topics we provide them are within the student's field of interest, so that could be one of the reasons why a very interesting topic there is a chance that they will be deficient. Prepared for the act of writing, one of They would be that we need to have a profile of our students in terms of their interests so that the topics we come up with for the writing activity are within the interest of our students, at least within the interest. from our students right, let's have student number two uh in observation one writes constantly during writing time wow has a focus turtles pencils and fingers stairs on the roof uh up for 20 seconds okay, close this writing journal before the lesson , so let's proceed with the problem let's do an analysis later stares at the teacher while she gives him instructions places his head on the desk sits up straight in his chair turns the marker in his hands and then watches three places his head on the desk again she takes out her prize card which is placed on her desk in a pocket she flips through the pages of the notebook draws curved lines and the notebook is fine, definitely not, student number two has no problem concentrating, in fact, she is able to concentrate on the activity it just doesn't last long, okay, I think the problem here is that the student has difficulty starting the first sentence, he can't or can't express in words the ideas he has in his head, so there is the possibility that there is a language barrier due to lack of vocabulary or a structure, a mental structure for the student to be able to start writing because once a student starts writing, the mentor will start and continue, but the difficult part is that even if a student has attention they have already paid attention to the task if we have not provided our students with a starting point. in the writing activity then it is still nothing, so ladies and gentlemen, since fighting is a skill, it has a lot of extrinsic motivation to help our students start writing well and that is what we are going to focus on this afternoon, so this question.

Let's not understand the ways in which teachers and parents can provide intervention to students with writing and composition difficulties, so the first question is intervention. Let me graphically present my answer to this question. Okay, so the intervention is to understand where our students are now, so let's just situate ourselves. Regarding writing, let's say that the current mindset and behavior of a particular student is that she has difficulty writing correctly and that means that she has not achieved anything in her written production. She is writing well and does not want to communicate through writing what we want. the child to become would be the goal: mindset and behavior remember we can't change, we can't change the behavior of our students if we don't change their mindset towards the activity, if they hate writing it doesn't matter how we give them too many opportunities to write and if they don't.

They don't like it, they're not there, I'm committed and they won't like it, so what we want is to start changing their way of thinking. On this note, you might want to review my previous webinar, I think a week or two ago, when I talked about mindsets that you might want to review, okay, so our goal mindset would be to help our students start writing, to love writing and start communicating through writing to see that running is also important because now it is a way to communicate with other people. A good example would be if you cannot say I love you orally to your parents and as your parents thank them letters or give them a card in which you wrote something like you love them and appreciate them for everything they have done for you, then many of these things would benefit beneficial people who have, realize the power of written communication, on that note, the gap between the current state of our students and what we want them to become in a particular skill or area. particular behavior we need to identify the behavior and we need to identify what mindset prevents them from behaving as such that's what we call intervention that gap okay, we can't intervene if we haven't specifically identified a specific problem I know writing is a great idea Later we're going to identify all of those specific mindsets and specific obstacles to our obstacles that cause students to struggle with writing.

So what we can do here is come up with an educational program. I would suggest being very creative. and with the educational program I think it is very important that we provide time to write if yesterday I said that we need to provide young students time to write by hand. It is also important that we give them a hand. -hand with handwriting is a writing time of 10 to 15 minutes will be enough every day okay, upcoming policies supported supporting policies that mean like, uh, can we come up with?, uh, sorry, can we come up with policies that allow students the freedom to write about their thoughts? and their feelings instead of you know, many teachers, many students would like to write something about how they feel about some teachers, about something personal or about some classmates, it's just that they are afraid of being misunderstood, so if There are policies that allow students to write down their feelings like a world ball, a notebook, or a freedom wall.

Allowing them to express their ideas through writing and not be bullied, persecuted or persecuted for the things that they are right about and I think that will encourage them to do that. write like that instead of having um uh um, you know, painting on the walls, all like vandalism and everything, so maybe we want to consider the prospect of supporting our students' writing activities with that, how can you do that in home? support policy we may want to have freedom while we are at home, like sticking notes, paths, reminders and everything you would know definitely or probably uh uh pictures with words the pictures uh like decorations that also have words that would definitely encourage our students to write something well and finally we have improvements in the learning environment uh a lot of support from adults to write again our students will not run if they see adults and surround them, therefore, if teachers demand writing activities from our Por So, students, our teachers should also engage in writing like Tanner, our parents should too because, um, like any other skill, modeling is one of the most effective ways to teach our students a certain skill and, Since writing is an established skill that they need to acquire and therefore it is very important that they observe our adults, our teachers, our parents and even their adult siblings writing once.

I think few families in the Philippines are dedicated to writing. Well, in our house, instead of, you know, shopping. lots and lots of papers, so we use, you know, we'll use paper, so this is kind of an enhancement of the learning environment, encouraging, so it's an environment that encourages our students to write something, stick it in notebooks, very nice too , I have many sticky pens. Very well, with these intervention programs we can probably now influence the knowledge of our students and very important attitudes, beliefs and skills of ourselves. I would rather suggest that one of the many intervention programs we provide to get our students started is to spark their interest in writing, okay, and I probably regret that.

Greetings, I am sharing some of my things that I have done especially for my Korean students or to learn English and, uh, only for two weeks I was successful in doing them, you know? They start writing in English and love to do it well, so to summarize my answer to question number one, what is intervention? So an intervention is a combination of program elements, okay, or strategies designed to produce mindset and behavior changes, mindset and behavior changes among individuals in order. to achieve the learning objectives, which means that you need to if students have difficulty writing definitely because they hate it, then you will need to start making them like it first.

Okay, activities, so what are common writing difficulties? What are common difficulties for some students? Let's list some of the seven common problems that students encounter when writing these are some difficulties that's number one number one we graph and the motor problem these are the things that I discussed yesterday last night graphing motor problems this is what we call as students who have problems with writing in very short passages because they have problems with they don't know what words to use yet they don't know how to spell um they also have they arrive exceptionally slowly and with great effort because they weren't taught proper hand grip strokes so this is what we call special motor skills how to write letters how to form letters to form words how to connect words to form phrases and sentences these are elements of language that students must learn no matter how we want our students to write using words, they probably can, they can compose their thoughts and ideas on paper using images, but eventually what we want our students to be able to do is use words and be able to compose using sentences and paragraphs and everything towards, of course, a higher form of writing, so if we didn't teach our students the proper mechanics, it would be handwriting, spelling, margins, of course, and capitalization, so that's not their fault, it's the teachers' fault because we haven't taught them.

The basics, all right, mechanics is one of those basic concepts that we need to teach our students and that's going to be under the motor problems chart, so if our students are having trouble with Garfield's motor problems, you might want to come back to the topic that I. We discussed last night and those are the things that can help your children and students overcome some of their graphic motor problems. Some of them would have used an awkward pencil grip because they were not taught to hold the pencil over and over again. This is one of the many problems our students have with the writing deficit because many parents and many teachers would simply allow students to hold pencils without showing them how to do it correctly and screw and grip well, lack of fluency and cursive.

Writing because again is a gradual release of responsibility. Our Yetas government calls it GPU. Gradual psychological development. They find it difficult to form letters because it must be taught explicitly graphically. If our students have trouble starting to write, they don't want to embark on Ronnie. because they have a graphomotor problem, I go back to my topic from last night and I have given you some very specific activities that provide our students with creativity, I mean creative activities, but they provide our students with graphmotor intervention activities, another problem that can cause students to have difficulties with learning would be a spatial order problem, this would be more now towards the writing standards, you have four uses of lines on the paper, there are papers that already have margins, but, again, it doesn't matter. would teach our child, it must be cancellation margin margin marginal lines is that what in the united nations lines is the brain that sees the lines well after organizational problems, that means that the child has not even been able to find the appropriate way of organizing ideas in your brain organization go back to my topic last week about how to help our students to be able to improve memory we need to help our students to start speaking so that students can write down their ideascorrectly is when they can talk about it and when while talking about the ideas they are able to refine the organization of the ideas my Filipino spelling rules my native language spelling rules my spelling rules for English so all of this is not supposed to students They will learn to do it. our students will be explicitly taught during our time on spelling day now before we start our language lessons our teacher will give us uh words these words were the words that were taught all week so I have generally been spelling words, uh, the quiz would go on for a long time. on a Friday, so yeah, those are the patterns, okay, another cause of difficulty for our students with fighting would be attention problem number three, okay, mechanics, capitalization and all the problems, okay , so it didn't matter how we taught our students the basics of writing mechanics. and yet they have trouble focusing their attention, then they will still have difficulty finding one of those manifestations.

It would be difficult to start executing tasks. Nothing, it is not enough, even if you have been taught graphonic relations, you have taught yourself independence from the special organizational order. Okay, now how do we help our students focus? I will give you an example later, although the following would be easily distracted during writing tasks, still, if the tension and focus is not there, oh, it is not there in the activity, writing will still be difficult. for them the next thing would be mental fatigue or tiredness while driving well one that they don't know how to organize their thoughts next eligibility inconsistent in writing means uh mechanical but not really uh putting their ideas their emotions and feelings into uh them on paper on paper The next thing would be a uniform writing template, but the following many careless errors, for example, there were spelling, words that have not been used, the use of punctuation marks is also incorrect, we call them errors, well, I think the attention problem would be based in the lack of writing opportunities for them if they have been bombarded from a very young age with writing activities true, it would be easy for them it is easy for them to concentrate on it well, the next would be poorly planned works and the first now Again, they do not see the importance of writing, they just see that writing is a way to be able to get better grades in the subject here and how and how they would get them, you know, the easy way out, puppy. and fixed since there is now the Internet, that is what they got in fourth place.

The difficulty that the students have in that meeting in Romney would be a problem of sequential order. Almost the same points are special, only the consequent is now greater because it uses language. It is happening in the poor information of the letters, as if they are one of the reasons for the sequential order problem. is the consistency of exposure to the writing system or ubisoft handwriting system and patanas consistency and uh exposures so the sequential order problem will come out next transpose letters and spelling quests uh some words are okay again these were some of the ones that I found uh When I was teaching writing, I think the problem of students' sequential order in writing emanated from poor teaching of writing in school, right, and finally, from the lack of first, second, third transitions , fourth, finally, part, next, another, and so on, the transition devices now.

If you want to know more about transition devices, go back to my topic on teaching reading comprehension, informational text and experience, okay, the next cost, our students' difficulty will definitely be a memory problem, so that one of the many manifestations of students who have difficulties. with writing it would be for vocabulary. They have problems with writing because they don't know what words would express their ideas. Imaginable memory problems in vocabulary. They have difficulty accessing and retaining certain words in the language in which they are supposed to write. Therefore, it is very important that our teachers always have consistent vocabulary instruction for our students in all subject areas so that it at least improves our students' memory and they can remember the appropriate vocabulary for the ideas they would like to do next. will write would be men and spelled words.

The spelling of words in different subjects here would not be different. The spelling system may be incorrect when overlaying Arabic for science and math. We cannot assume that language teachers will do this for you. On-air professors must teach the language of the subject and many technical words, especially if you require many students to write technical and academic writing. In your subject, there will be words that you will need to learn in order to uh, use these words in your written work in your subject areas and finally one of those manifestations with memory problems, the children have forgotten the capital letters, they did not know when to use capital letters, although they They have taught that, but they have forgotten it, they would say as if the word son were like that. be capitalized or not, it depends on how I use it, I use it correctly as a proper noun or I used it as accommodation and capitalization next to the punctuation marks, that is one of the many problems of our students to know the meaning of the signs of punctuation and I think many teachers also have problems using punctuation marks again, semicolons, so I think many students have memory and writing problems, especially punctuation marks, it would also emanate from teachers not knowing how to do it .

Teachers have little understanding or knowledge about the use of donald. triumph and definitely grammatical errors like uh tenses very well very important sentences and of course it would be a subject-verb agreement those are common grammatical considerations very common in writings as simple as uh grammatical uh subject-verb agreement consensus intensive unit e even new team topic um those are these are some of the memory problems now it becomes a memory problem when students have been taught all this in the language area and yet they do not apply it in writing, so, what can we do? We guide our students. or we can, we can provide them with an ongoing effort to remind them of this mechanic.

The next thing would be a language problem, definitely due to poor vocabulary. Awkward phrases and conventional grammar. Inappropriate use of colloquial language. Difficulty with sentence structure and word order. It is a written difficulty with words, spelling, sound and meaning. Sorry to my Filipino Filipino teachers, but they definitely taught me how to speak in Filipino and how to read in Filipino, but again, it's hard, I still find it hard to write in Filipino. I prefer to write in English than in Filipino, because the language is still a problem for me, it's okay, we'll probably do something about it later, but since my homework is more in English, I don't see the need to do it yet.

I'm focusing on Filipino right now, but I think I need to do it. I will still need to master Filipino. Our teachers must be fluent in both Filipino and English and therefore we can now guide our students in writing. in Filipino in English, uh, the language that they were required to use in the subject area, so math, science, and writing did something important. The last one would be a problem of higher cognition, so my problem, the important thing, would emanate from a problem that it generates. ideas or language information well, then finally difficulty with writing tasks that require creativity or critical thinking.

I think many students struggle with this due to higher order cognition issues due to lack of schema. I believe that when we write we need to teach our students. research skills, one of the many problems of the high-order cognition problem is that it is very important for us to be able to help our students with high-order cognition problems, we need to give them research skills, some very simple research skills, that This is what I will show you today, let's move on to the last question of the afternoon. That's it, it's almost three. I only have about 15 minutes. 30 minutes ago, so let's start with strategy number one.

I call the number one strategy it's based on. The research is also that when we want our students to learn to write and love writing, let's link it with oral language. Okay, it will be difficult for them to start writing something that they haven't explored orally. Even expert writers when they write they still know that they think about the idea, they keep thinking about the idea and then they talk about it like on my Facebook page, that is a selective article if I am writing as if it is not just an article but a conceptual document , I read a lot, I keep reading and reading books and other articles and then after reading that, I would know, sit down, take notes and while I'm doing it, I would talk to myself.

I call it um talking. out loud, okay, talking loud and talking a lot refines my thoughts and once I refine them, okay, so the strategy that I use to get my students to start writing so that I can help them link it to our language is the approach of linguistic experience. Well, I know I know a lot of language teachers and a lot of academic teachers have already been using the language experience approach, so don't ruin my fun by sharing this strategy, which is one of the strategies I've been using for my writing classes a life experience approach that integrates speaking and listening, reading and writing through the development of first-hand experiences.

So how do we use this approach to enable our students to write effectively and what do we want our solutions to be for effective writing? the teaching of expression should emphasize the link between written oral language more than um express ideas express experiences ex expression so we write to express our feelings to express our previous experiences so one thing that we should provide our students would be to experience what you What you What you do as a teacher is select a shared experience like what happens every day, like, okay, let's talk about, say, math, our word problem today is about, we're going to focus on, uh, discounts, what do you do at the center? commercial?

Okay, when you walk into the mall, what do you do? Usually the experience here is that most students have experienced it because otherwise the Pakistan experience won't be able to talk about it and if they can't talk about it, they can't think of sentences to write. something about not experiencing, okay, so think about a very simple experience, a very simple activity that students have been doing every day of their lives and let's use this as a shared experience to get them to start talking, they need to talk about it. , that's why once I've selected the shared experience, I'm actually going to select it, but again, since you're still teaching the approach to your students, they may want to start the shared experience with the idea that you came up with. happened now, the next experience will be oral language.

Support students to recreate the experience or ask questions So, what happened? So when you wake up in the morning, what do you usually do? Well, what do you usually do? Oh, so you wake up in the morning. So how do you wake up in the morning? tomorrow in in in a language that they are comfortable with oh so you wake up in the morning uh early in the morning so I'm asking and asking what do you do when you wake up in the morning oh so you wake up and make his bed, could you please please say that?

Could you please? I say it in English the way I said it, so in a model, something that they can talk about, there is a possibility that students will not be able to speak to write, write down their ideas because because of lack of words in English to express their ideas in the same way, but it is impossible due to lack of words in Filipino Filipino activities, so you can facilitate oral exchange between students through questions and then the questions will be guides for them and they will organize the ideas. pointing to the teacher modeling it is a blackboard so it is a black word or the writing now acts as a model, the teacher can actually model by demonstrating how thinking and words can be represented in writing while the students dictate the rds, which means that I make my bed when I wake up I get up in the morning when I wake up in the morning I immediately make, make, make my bed well, throw, fold, fold my pillows, uh, arrange my pillows, uh correctly and and and then I fold my blankets and everything, so put it up soon, okay? the linguistic experience approach to modelingour students how we talk about ideas and then how we refine them and I tell you now the linguistic experience first very good, very good strategy to help our students refine and manage the ideas inside their heads, okay? finally reading the opportunity to read them love creates a positive experience and reinforces their reciprocity between reading around you will understand that when they write something it is the idea that others will be able to understand their rights something about their experience they do it because people will understand their experience people will read their experiences and so you will have a sense of success when you try it people language experience is very very very nice um some teachers that I have taught language experiences use the language experience approach as a way of concluding their lessons so ginagaming is fine so , what did we learn?

So, discussion, discussion with the teacher, experience, what did you learn about how to solve, how, um, how to add, um, how to add fractions, okay, very good, translation thoughts in a foreign language. in writing then okay, so what you do now guys, write your own, you are right, copy that and then write it in a coherent paragraph and then I will call someone to read what you have written very well and then, okay, resume. what we have discussed today I will give you 10 minutes or 15 minutes to do that wait let's start in 15 minutes and then you get angry while your students can't do it because you didn't teach them how again we go back to the premise of teaching writing if it demands anything that requires students to be able to write or any written result, we have the responsibility to teach them how to do it correctly again link it or talk about it in a language. based on experience shared experience write it down show how sentences are made and then of course let them share I mean must must do my feelings I am successful take note of those grammatical steps and grammatical errors and then that could be one of your areas to talk about about the next day's topic or for me, you might want to talk to an English teacher.

The Filipino teacher says evidence for language teachers to teach or we teach one area of ​​language or one focus on language because other subject areas, if only our content is what teachers communicate with. our teachers of the language area of ​​the language in which area of ​​the language our students are not completely proficient in then our students will flourish to become better writers, okay and the language users, both oral and written, next we have number two, the strategy What I call is starting with sentences, paragraphs, the most difficult thing. writing is to start the first sentence, so students should be taught to write simple, grammatically correct sentences before they learn to write complex compound sentences, so for my lower grade students, they can start, I mean, they can Using this strategy with images, start with what you know, simple. sentences, that's how you start ideas for discussion on a specific topic or topic, so here are the steps: show a picture, I call it the picture stage, show a picture to the students and let them analyze it for a minute too, so the image should be like this if the The writing activity is a complement and adds an element in the academic activity of the students, then you believe that the image could be linked to any subject area, but if the strategic talk about images It's linked as part of the lesson, so the lesson that they're discussing, they're discussing about alibaba, everything about environmental issues is about, you know, environmental issues, so show the students a picture and let them analyze for a while. one or two minutes, that is, a quiet moment, okay, this is what I will do.

I show you a photo but once I show you a photo what I like what I would like you to do is analyze to analyze and scrutinize it that again what you are going to scrutinize to analyze observe what you see in the image I will give you a minute or two to analyze it no, I want you to stay quiet let your eyes do the task after a minute or two I'm going to Give it an impact Facilitate the conversation with students by asking them questions about what they think, feel and how they will regret be, how they will respond, so notice that picture talk doesn't require your students to immediately regret it, okay?

So what did you observe? What do you see in the image? So what you can do is maybe why the small group activity is just a picture that they're going to talk about. That's the point of facilitating the conversation first before asking them to rhyme. Like I said, by talking about your ideas, you can organize yourself and you can come up with a way to organize the ideas that you have in your hands. then after that, you can help us ask them to do it right after the talk with the students. Allow them to write down what they have shared orally throughout the structured or unstructured journal.

Okay, if you substitute the open American infinite sentence, you say start, that's what's fine and Finally, sharing allows students to share what they've written. It is very important that our students are heard because that is what I tell them, not all writing activities need to be regraded. Writing is a very, very good activity for students to refine and refine. their thoughts, it helps them develop good study habits, that's what we've been discussing tomorrow Friday and it develops, you know, a deeper understanding of the topics that they're learning. Well, I'll give you an example, let's say the last one. in science it's, uh, environmental, uh, environmental issues and I would like, and I was a garbage disposal, so to summarize, I ask my students to summarize what I talk about instead of, you know, asking questions, I would use talk. with images so they can. to rhyme uh, I'll show you a lesson instruction, I'll show them the picture and then after a minute or two I'll ask them questions, it's the best in your small groups, it might get lost a little bit in yours.

I would like to go to your small groups. I'll give you a minute or two again to talk about this and these are your questions. Okay, take turns and answer the questions. Well, what do you see in the image? I would like it to be more. objective but you see like what garbage you see or how people behave there so be more objective I don't know the feelings I still want you to talk when you answer these questions I don't want you to answer about what you feel what I want to do is what you see comfortably and objectively in the image.

Alright, next, how do you feel about the image? Once you have identified the goal, what you see in the image, I now want you to choose to share what you feel. about the image, what you feel about the trash, what you feel about the people in the image, etc., etc., and then what are the real problems with the image, okay, and finally, what are you going to do to solve this or prevent it? so it doesn't happen again, okay, so what's going to happen in a minute or two? So they didn't let me choose individual training.

Remember that writing is always an individual activity. If the leader was a small group, they should write that down now to address our students' problem. They don't know how to write uh, the difficult part of writing is writing the first sentence transpose the questions into open statements live number one I notice in the image that it will be the first paragraph second paragraph after seeing the image I felt bad Okay, then, the real problem shown in the image is the third paragraph and finally the fourth paragraph will be What will I do to solve this? What will I do to resolve?

What will I do to resolve this? or prevent this from happening again. It's open and dead. Well, then you can probably give them time. There will be some students who will still struggle with vocabulary again. Language proficiency. It is very important for us to receive vocabulary instruction again. Return to intervention webinars to remedy vocabulary deficits. so you might want to come back to that training once they're done with the writing, you can call the students. A student will share the first paragraph I observed in the image. Student two. Student three and Student four. Just imagine doing this every time you finish. a module, okay or at the end of a Friday activity, it would be good for our students to eventually become writers and addresses the idea that they have trouble starting and focusing on the first sentence and how they are going to construct their first sentence and their paragraph is very nice and the writing strategy here becomes more of an instruction for our students instead of the teacher talking a lot about them now my third strategy, my third suggestion would be to tie it to reading, reading comprehension expression should be taught as with reciprocal processes. which means they're right because you read it right, the research scales are fine and I call this strategy, that's what I've been using since college, okay, when I learned the lookup chart in college, it stuck out to me. was recorded. stuck with me actually all the strategies stuck with me needed to be my strategies when I got there okay so the lookup box okay the lookup box for the eye chart as I call it is a strategy that allows students to collect information on the topic of strategy from various sources, it's basically asking questions, okay, I'll show you, I'll show you in a little while, okay, why use a stimulus?

These are the benefits, although it encourages critical thinking and strengthens reading skills, especially research skills of students and gives them more focus on what to research important information younger students generate meaningful questions about a topic and learn to organize their writing, so from specific questions or more general questions or from first important questions to less important questions or mental organization deductively Inductively, students build on prior knowledge or thoughts about the topic by sharing interesting facts because they have read Dina to obtain an opinion and, finally, it can serve as an evaluation tool of how much the student has learned about a topic.

Ok, let's have an example for the query box. You usually have between three and five sources, depending on who is high level. You can probably have just one source and then add two sources, three four five, again, stick with the strategy. 105 sources. Okay, this is a very good way to teach students how to write essays. writing papers in science mathematics uh araling panini point all lookup boxes are very effective it's okay as a strategy to teach students to focus on writing so it will increase so let's have an example of how I do it how I do it use, let's say.

Friday's topic my Friday's topic uh, what is the last topic of my intervention it would be now intervention activities for students work for studies like study habits what I do here is analyze the topic well and they send the topic in specific concepts and those will be my questions there and the questions you ask will be my basis now exactly what to look for and what to read you didn't ask questions the questions you ask on the eye chart will give you the purpose of what information you need You will be looking for materials that you are just skimming and scanning on looking for information that answers your questions, so these are the questions that have been asked under the thematic intervention activities for students with poor study habits, I think first. in the questions would be perspective leaders or listeners where study habits I think I need to know first what study is what study habits I need to know first what study habit is presentation football question formula research table okay okay and of course I won't provide it to you with the articles that I will provide my second question in PowerPoint would be what makes a good study habit.

I see we are talking about bad study habits. I think I need to know the study habits first. What makes a good study habit? what causes bad study habits for study habits and finally we will have questions now what are the ways to help students develop good study habits. Well, these are the questions and it's okay to present the idea creatively. I say what I'm doing now. I'm creatively presenting the ideas through graphics, it's not there anymore, it's yours now, so anyway, you made the graphical presentation by paraphrasing, right? I'll talk more about that tomorrow, during the facebook live, okay, so that's an example, sorry, but uh. many of my students in writing showed great progress in their writing activity, especially for some of my students who had very bad writing activities with the eye charts.

Now you have a purpose of what you knowIt means that you should search in your reading. activities or what you are supposed to research about the last suggestion strategy that I can give you and that, in my experience, you have known to be very good for my students would be related to the purpose of writing. Students must be taught how to convey. your intended meaning using tools like language patterns text offerings and grammar sometimes there are difficulties with how to do that use practical organizers now I've talked a lot about graphical presentations as a way to develop and improve memory, you might want to come back to my session on that, but I'll give you some examples of graphical organization.

Okay, so these are learning tools for students of all ages to organize, clarify, or simplify complex information. They help with information. They help students build understanding through an exploration of the relationship between. The concepts then, how is that model made? So that I have it again, it always emanates from the teaching. Explicit teaching doesn't require your students to make a graphic organizer, a graphic presentation of the ideas they've researched, whether using visual testing or any strategy without showing them how it's done, that's fine, so once you've modulated, let students practice doing it along with the students, just a graphic organizer to write it down, so I usually ask my students to practice integrating this into their study habits, okay? talk about it during study habits about how we can integrate graphic organizers as a way to study a lesson, get information from chapters, etc., that's when I talk trash about it, but this is where you ask students to practice. and I put it in their daily study time, okay and then I transfer it, I just let the students generate their own graphical organization relationships and then I waste how I'll leave those explanations and finally edit.

One thing about the graphic organizer is that it makes it easier to edit the content and the language, the graphic organization, the organizer, really, so that people have specifications in a way in writing, so let me show you an example, back in 2014, students to write narratives, how to write instructions because step one sets up the stories. identify the setting and then other characters identify the Catholics and activity two so I'm very happy that in our two or three day session I was so happy that in some ways graphic organizers are really very important to help you to know that writers become writers because it helps. you come up with a good structure, okay, now if you want a copy of this again, you know, ask for a copy of that.

Another example, if you want your students to write something about compare and contrast, show them the templates. The example would be point by point. would like to present your ideas using a point-by-point pattern graphic organizer, so point one, one comparison, one contrast, point two, comparison, contrast, twenty-three, and so on, statements, so point one, one paragraph, point to another paragraph, point to another paragraph 0.3 for another paragraph that summarizes all the points one, two, three, four would now be the paragraph that summarizes or quotes, very good, the next one would be all the similarities and differences that we have.

I make a table mostly for bibles to compare and trust their right to those numerical similarities and differences all you have to do now is make a paragraph about similarities and make a paragraph with differences, put them together in one paragraph and you will have a composition of two paragraphs on a particular topic, below you have uh for my last uh template for comparison context would be advantageous and disadvantages so similar similar with uh similarity differences so what are those advantages and decision limbaugh what are the advantages and disadvantages of using cellphones? Okay, I'm using cell phones.

Two advantages and disadvantages of using cell phones. in the classes, okay, advantages, disadvantages, templates here, two specialties, like all causes and effects, you have again Latin effects or you can choose to have one that causes several effects and then several effects, so it doesn't cause that I haven't affected a cause and effect. one would be paragraph one cause and effect two will be the second paragraph internal effect three cause and effect three will be the third paragraph and will summarize them all so that we know that you are concluding the following paragraphs, you have one yes, one effect and several causes, but Now it could be a cause of several effects, one effect, several processes, well, it would be French gas candles and electrical wires, faulty wiring, faulty electrical wiring, so go to the paragraph and then expand on those ideas and examples, then you will have three paragraphs the Next time. cosmetic effects and cost lead to an effect, this effect becomes a cause which leads to another effect and so on, then respect a paragraph and then another pattern becomes another paragraph, so in total you have about four paragraphs to that you know how to organize what they have. researched on the use of graphic organizer, it will be easy for them to develop the paragraphs.

Okay, thank you very much and now I'm ready to answer some of your questions. Now it's time for the open forum. So, Mitch, do you have questions from people? Yes brother. ricky, we have a few questions here from our viewers, the first is from miss maria cecilia bas concilio with the advent of online distance learning, how will teachers be able to communicate with students with writing difficulties since they are not allowed to visit them at home because of this? online pandemic modules, so in the end, instead of summarizing the activity, we can come up with, you know, summarizing that or obstruction through our written activity.

Okay, I do it online using Google docs or Google Docs talking pictures. You can probably start with images. are not prompts for your students to write something that you can then journal about, probably once a week on a Friday, and then it will be sent to you whether they are improving or not, because by writing you will be able to see if your students are improving or not, the point is that you as teachers have integrated the writing activity as a formative assessment and a summative assessment in all your lessons, whether it is stand-alone modular, uh modular learning or online so that the glass of reading or writing. online class feature mexican google docs you're putting offline putting people online you might want to explore that too so that's my suggestion for the distance.

I would suggest a structured way to get your open-ended questions right, so measure-led bubbles do it as part. of the lesson with a lesson analysis analysis or it could be a final part of the lesson that is part of the obstruction instead of asking them questions that you let them write using a graphic organizer. Thank you very much brother ricky below. The question is from Miss Maricar Dison. My connection is fine, of course, unless the sentence structure is a vocabulary problem because they haven't seen it in written form, so reading students who have reading problems will definitely have problems with writing.

That's why in one of my presentations here. Um, young people reading and writing, so we need to emphasize that if our students have not yet learned to read, it is very difficult for them to write, but again we can connect what they are reading with who they are, how we could connect the teaching of writing. to read uh a summary after what they have read structured and structured so students will definitely have difficulties with writing if they still have difficulties with reading thank you very much brother ricky the last question is from miss gloria cabrera some teachers assign writing tasks to the students but they did not Provide them with comprehensive feedback.

Feedback on student writing cannot possibly lead to these types of problems. Yes, ma'am, we did a lot of research and services, so we created controlled or structured writing, like using the visual control that some people have. Think about three questions, that's true. Many teachers require students to write a lot. A lot of my classmates didn't participate because it was easy for me to write and I have all those strategies. The strategies are my strategies and I can't teach them. Other strategies that I don't know have proven to be effective, so these strategies that I provided are effective for me and for those I have taught to write, so tama, many students would go for a more purposeful approach. adjust to the meaningless demands of our I would like to say that it is meaningless because we have to admit as teachers if we have more than 20 students it is difficult for us to read individually the writing activity of our students okay so I will go to those that you have shared, I would rather ask you to read what you have written than me, you know, reading it all the time, so I would suggest that we structure one paragraph, two paragraphs, simple sentences, better and then share it with everyone, very good, thank you very much . a lot, that's all the questions we have for no brother, ricky, of course, we proceed to your final reminders for our viewers, okay, just you know some statements that I would like to leave you with, uh, for conclusions and implications, the written expression is one of the most challenging tests for children to learn is one of the most, I tell you, writing, in fact, is one of the most demanding, demanding of all the macro skills, okay, but you don't have to tell yourself Even though you know it is difficult, but it does not mean that we have to teach, we have to make things difficult for ourselves.

The best teacher, the best writing teacher or the best teacher in the world, in the whole world, are the ones who make the most difficult task easy, the most difficult subject. difficult for students to do well, so students who experience difficulty acquiring fluent and efficient writing skills may have difficulty generating ideas, constructing meaningful sentences, sequencing, organizing their ideas into paragraphs, and using grammar appropriate, and this students may also have difficulties with writing, punctuation, spelling, in addition to writing. requires knowledge of the genre cohesion and coherence of the text and a sense of audience that means a different genre and cohesion and coherence if they have not found that in their reading activities, then if there are some opportunities for students to learn to read, therefore , mere peninsula is fine, any weakness in oral language expression is likely to transfer to written work, so you see the strategy, they are not able to express their ideas, do you think they can express their ideas?

Also in writing, if they cannot express their ideas, in an organized way, orally. I hope you can do it in written form to transfer it to a written work, since it is very rare that someone can write material that they cannot say and can write concepts that are not yet clear to them, finally answer those uh to have a summary of what What we are supposed to do should be explicit instruction of the skills of the writing components those who have discussed morality or a link to reading link it to the use of graphic organizers that are likely to lead to more effective instruction that we focus on. about writing and how it is done when children and our students will learn to write when all the skills that make it up are fluent written language will continue to be skills comprehension and expression should be a reflection of the student's ability to use spoken language , which means that students if students become Good writers become good writers, now we will see with confidence how well they have learned the things they are supposed to learn in the lesson, so let's make writing part of our modules that we do for distance education and part of our online education. materials with that thank you very much and I hope to see you tomorrow I still have a topic about tomorrow but it is more from my personal experience how I prepare for my presentation so set up another preparation for your presentation go for a presentation that is from my research to writing my brochures , represent my handouts with a PowerPoint presentation and how I present that orally, you know, practice and then, for four stages, play about how I do, what, behind them, teachers, how do you prepare for your uh. for your online classes and then on Friday I'll talk about study habits.

Continuation of my topic today. If our students have poor reading and writing skills, it will also reflect in their poor study habits and we'll see you tomorrow. and on Friday for a more well-known experience based on the exchange of interventions learning interventions for our students thank you very much and good afternoon, there we have it on behalf of the incorporated ebal group. I would likeThank you Rodriki for being our speaker this afternoon to provide our viewers with a very deep, inspiring and comprehensive learning session. It's an honor to have you with us, brother Ricky, and of course everything we'll be covering regarding viewers.

All thanks to you for your continued pattern. It's all of you tomorrow, goodbye.