Nearly every jurisdiction and every curricula at every grade has some learning outcome related to writing goals. There are various "writing across the curriculum" goals, and it can sometimes be overwhelming. As educators, we know that the best way for students to improve their writing is by practising more and more. Yet, how many of us have time to provide feedback on a daily or weekly basis on student writing? What if we aren't the English teacher? Do we still have to help with writing outcomes? What other ways can we help students improve their writing, especially if we aren't the English teacher?
Most high school curricula require students to develop critical thinking skills that they demonstrate by being able to both peer- and self-edit written work. Developing the ability to look closely and critically at one's own work is difficult. Helping students to see the component parts of a piece of writing and analyse each bit at a time can help.
There are a number of excellent resources (and some not-so-excellent ones) out there about online learning and remote teaching that advises using video conferencing. There are ways to use videos to teach really well, and there are ways where using videos might not actually add too much to your teaching. In this blog, we quickly walk through some pros and cons of different video teaching methodologies and give some suggestions of when/how to use each type.
EssayJack is an interactive web platform with a patented solution that pre-structures student essays, reduces writing anxiety, and allows educator customization and feedback. Ranked as one of the top English Language teaching digital innovations in the world by the British Council and Cambridge English, EssayJack was created by award-winning educators and can be customized for almost any writing task.