Note: Descriptions are shown in the official language in which they were submitted.
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VISUAL TEACHING AID FOR WRITING
FIELD
[0001] The present invention relates to a visual teaching aid apparatus. More
specifically, the
visual apparatus is a manipulative apparatus to assist students in developing
writing skills. Still
further, the teaching aid apparatus provides visual indicators to students in
the process of
recalling, interpreting, applying, analyzing, synthesizing and/or judging as
it pertains to the skills
of writing creatively, or for essays, papers and the like.
BACKGROUND
[0002] Learning to write well is important for all students. Even though
students have varied
backgrounds and experiences, the expectation for high performance in writing
applies to all.
Language arts instruction would welcome an approach to teaching writing that
not only teaches
how to do the writing process, but also how to think through the writing
process using multi-
sensory apparatuses.
[0003] The operational definition of writing states that writing is the
process of selecting,
combining, arranging and developing ideas in effective sentences, paragraphs,
and often longer
units of discourse. The process requires the writer to cope with a number of
variables.
[0004] A first variable can be a method of development of a piece of writing.
For example, the
method can include narrating, explaining, describing, reporting, persuading or
a combination
thereof.
[0005] A second variable can be the form of the writing. For example, the
writing could be
from a short poem to a formal technical paper.
[0006] A third variable can be the purpose of the writing, such as discovering
and expressing
personal feelings and values to conducting the impersonal business of everyday
life.
[0007] A fourth variable can be the different audiences for the writing. For
example, the
writing can be for oneself, to an instructor, or to a large audience.
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[0008] Learning to write involves developing increasing skill and sensitivity
in selecting from
and combining these variables to shape particular messages. Learning to write
also involves
learning to conform to conventions of the printed language, appropriate to the
age of the writer
and to the form, purpose and tone of the message. Additionally, a visual
teaching aid to writing
can help an instructor to enable students to learn self-discovery and how to
express thoughts into
the written word.
[0009] A visual teaching aid allows a multi-sensory learning technique to
writing. In essence, it
is a graphical way of thinking. By using a visual teaching aid for writing, a
student can be aided
to clarify thinking, reinforce understanding, integrate new knowledge, and
identify
misconceptions.
[0010] The actual task of writing causes anxiety and discomfort in both adults
and children as
many have never been taught a workable approach to writing or may have been
criticized for
their efforts. This same discomfort in writing is found in many students. The
writing process is a
sequence of activities. Accounting for individual differences in students,
instructors often use
different modes of writing, such as shared, guided, cooperative and the like
to enhance process
writing.
[0011] However, many students continue to struggle with getting their thoughts
onto paper in
an organized coherent fashion. By using a visual aid, an instructor can lead
students through a
writing process comprising a sequence of activities. In many instances, the
sequences of
activities including prewriting, drafting, revision, editing and publishing.
[0012] Using a visual aid that focuses on the above sequences, rather than on
theory, results in
more effective written communication. Unfortunately, instruction in the
writing process often
prescribes a simple linear formula: from prewriting (generating and organizing
ideas) to writing
to post writing (revising and editing). In reality, all three stages in the
process are interactive and
recursive. Composing involves a variety of plans and sub-processes that are
brought to bear as
they are needed.
SUMMARY
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[0013] Disclosed herein is a graphical interface for instructing students in
the process of
writing composition, the interface comprising: a first flat surface oriented
in a first two
dimensional plane; four graphical divisions within the flat surface; a fifth
graphical division
within the first flat surface or in a second flat surface in a two dimensional
plane parallel to the
first flat surface; indicators corresponding to students capable of being
moved from one
graphical division to another; and wherein each graphical division indicates a
step in the process
of writing composition.
[0014] In certain embodiments the first flat surface is a rectangular shape.
In such
embodiments, the first four graphical divisions are in a columnar or row
configuration. In other
embodiments they are in a window configuration. In either event, the first
four graphical
divisions have a surface area, when summed, is greater than the surface area
of the fifth graphical
division.
[0015] Regarding the fifth graphical division, in some embodiments, it is a
circle or oval, in
some embodiments, it is in a rectangular shape or in another polygon shape. It
should be
understood that in certain embodiments a square can be considered a rectangle.
[0016] Likewise, the first flat surface with the four graphical divisions can
be in an oval or
circular form. In such instances, the divisions can be divided such that they
are in a pizza or pie
slice configuration.
[0017] In particular embodiments regarding the fifth graphical division, this
graphical division
is superimposed upon the four other graphical divisions so that the fifth
graphical division
partially obscures the other four graphical divisions. In certain embodiments,
the fifth graphical
division sits on top of or is in the same plane as the other four graphical
divisions. In other
embodiments, it is in a second two dimensional plane parallel or substantially
parallel (within 45
degrees) of the first flat surface. In this type of embodiment, the fifth
graphical division is
connected to the first flat surface by a riser.
[0018] In embodiments regarding markers, the markers can be magnets, dry erase
markers,
chalk, or clips such as paper clips, clothespins and the like. In order for
markers to work the first
flat surface and the second flat surface should comprise board, cardboard,
metal, plastic,
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chalkboard, dry erase board or a combination thereof to allow the particular
type of marker
chosen to identify students to function.
[0019] In still further embodiments the first flat surface and the second flat
surface are
represented in an electronic medium on a television or computer monitor.
[0020] In all the embodiments described herein regarding the five graphical
divisions, a first
graphical division represents prewriting, a second graphical division
represents drafting, a third
graphical division represents revising, a fourth graphical division represents
editing and the fifth
graphical division represents publishing.
[0021] Other objects, features and advantages of the present invention will
become apparent
from the following detailed description. It should be understood, however,
that the detailed
description and the specific examples, while indicating preferred embodiments
of the invention,
are given by way of illustration only, since various changes and modifications
within the spirit
and scope of the invention will become apparent to those skilled in the art
from this detailed
description.
BRIEF DESCRIPTION OF THE DRAWINGS
[0022] In order that the manner in which the above-recited and other
enhancements and objects
of the invention are obtained, we briefly describe a more particular
description of the invention
briefly rendered by reference to specific embodiments thereof which are
illustrated in the
appended drawings. Understanding that these drawings depict only typical
embodiments of the
invention and are therefore not to be considered limiting of its scope, we
herein describe the
invention with additional specificity and detail through the use of the
accompanying drawings in
which:
[0023] Fig. 1 is a view of the graphical interface.
[0024] Fig. 2 is an alternate view of the graphical interface showing a riser.
[0025] Fig. 3 is a graphical interface on a computer monitor.
List of Reference Numerals
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[0026] 1 graphical interface
[0027] 2 four rectangles
[0028] 3 riser
[0029] 4 publishing step
[0030] 5 clips
[0031] 6 electronic graphical interface
DETAILED DESCRIPTION
[0032] Introduction
[0033] The embodiments of this invention concern a graphical display for
teaching students the
process of writing composition.
[0034] In certain embodiments, the graphical display is a hard or semi hard
board that is placed
upon a horizontal or diagonal surface such as a table or desk and is parallel
to the horizontal
surface. In other embodiments, the graphical display is placed in a vertical
position such as by
the use of a stand or hanging from a wall.
[0035] In embodiments wherein the graphical display is a hard or semi hard
board, the board
can be made of any material capable of functioning for the intended purpose of
being a graphical
display for teaching students the process of writing composition. For example,
the display can be
made of cardboard, wood, metal, glass, acrylic, and the like.
[0036] In certain further embodiments, the graphical display is an electronic
display. This
electronic display can be viewed on a television or monitor. In this
embodiment, the television or
monitor can be adapted to receive electronic transmissions from a computer
adapted to transmit a
graphical display for teaching students the process of writing composition.
The computer can be
a specialized computer residing within the monitor or a computer with a wired
or wireless
connection to the monitor. Likewise, the computer can be a pda, smartphone or
tablet device
such as an iPad. In certain embodiments, a student's name, identification
number or symbol
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representing the student can be moved from one location to another on the
computerized
graphical display by a keyboard, by a mouse, by the display being a
touchscreen and the like.
[0037] In general, the graphical display shows a five step process for
teaching students writing
composition. As such, the graphical display divides each step into a section.
For example, in the
case where the outer shape of the graphical display is a rectangle, the
display may have five
smaller rectangles in a series or four rectangles in a window pane formation
with a partially
overlapping rectangle in the middle. In other embodiments, the graphical
display is a circle or
other type of polygon. In such embodiments, the steps are divided into pie
shaped sections with
five pie shaped sections in total. In the case of a circle, in some
embodiments, there are four pie
shaped sections of the same size and a circle or other shape partially
overlapping the four pie
shaped sections.
[0038] In particular embodiments the shape of the graphical display is a
rectangle with four
internal rectangles of equal or about equal size positioned within. In
particular, the four internal
rectangles are in a window pane configuration with two internal rectangles at
the top of the
graphical display and two rectangles at the bottom of the display. In this
same configuration, two
of the internal rectangles are on the right side of the display and two of the
internal rectangles are
on the left side of the display. As such, the window pane results in a four
corners intersection in
the center of the graphical display. In this particular embodiment, the fifth
step is an oval or
circle which is positioned over the four corner intersection such that the
four corner intersection
is not visible.
[0039] In embodiments wherein the graphical interface is not electronic,
student identifiers
such as student names, student identification numbers, or symbols representing
students are
placed in one of the four rectangles or in the center circle to signify the
step of the writing
process in which the student is engaged. The name, identification number, or
symbol can be
written by an instructor into one of the 5 stages if the graphical interface
is amenable to erasing
the writing by the instructor, such as in the case of the graphical interface
being composed of dry
erase board material or of blackboard material. In other embodiments, wherein
the material is a
metal capable of attaching magnets and the student name, identification
number, or symbol is in
the form of a magnet. In other embodiments, the student name, identification
number or symbol
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is on some type of clip and the clip can be moved during the writing process
and clipped to one
of the four edges of the graphical interface and within one of the first four
represented steps. In
such embodiments, the fifth step is parallel to the rectangles of the
graphical interface but is not
in the same plane, such that when the graphical interface is in a horizontal
position the fifth step
is raised above and possesses a lip to allow a clip to be fastened to this
step. It should be
understood that the placement of the five steps in certain embodiments are not
specifically tied to
a particular rectangle or the circle in the middle of the graphical interface.
For example, the first
step could be the circle and the fifth step could be one of the rectangles
within the graphical
interface.
[0040] In embodiments wherein a clip is used, the clip can be any form of clip
that is amenable
to being fastened to the graphical interface. For example, the clip could be a
paper clip, a clothes
pin, an alligator clip and the like.
[0041] By having the clips, magnets or other identifiers not permanently
secured to the
graphical interface, a student is able to progress through all the steps, or
as the case may be,
regress through different steps such as a writing step, an editing step and
back to a writing step if
the editing step results in the student needing to change part of the writing
composition.
[0042] Implementation
[0043] The graphical interface provides a useful teaching mechanism by which a
student is
able to learn the process of writing composition. In this sense, the graphical
interface is not
unlike a device with colored lights to teach a child to follow sequences.
However, unlike such a
game, the graphical interface allows a student to move from one step to
another or back as
opposed to each lighted sequence being faster or longer.
[0044] Here, students work as authors and the graphical interface can be used
in a type of
writer's workshop environment. In some cases, both teacher and students have a
labeled (name)
clothespin that rotates around the 3D model. The tool is colorful and
carefully 3D numbered,
labeled & crafted and has arrows reminding students where their clothespin
should travel next in
the writing process. Starting out, the teacher models how she travels her
clothespin through
Graphical interface during daily mini-lessons. The students gradually begin to
understand and
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independently work through writing process themselves. Each student,
regardless of their
writing level or ability learns they are a person of great value. Because they
know they are
important, they see themselves as authors who are worthy of speaking through
pencil. This tool
may be used effectively for any elementary grade level and is user friendly
for any level of
writer, basic or advanced.
[0045] Unlike an instruction list that simply states the steps of a writing
process, the graphical
interface herein is a solid model, in the form of a durable substance or, in
some cases a monitor
that can be hung from a wall on the students' level so they can manipulate
their clothespin
throughout the process.
[0046] The graphical interface assists by providing a solid structure during
the instruction.
One of the components of using the graphical interface is the instruction
prior to beginning to
write. An instructor can use the graphical interface to model what writers do
and think. The
instructor doesn't tell the students what they should do, but rather shows
them the skill and
thought process that occurs while writing. One advantage of this graphical
interface is that
regardless of the modeled skill, it is sure to fit into one of the five steps.
As the instructor models
the skill, the instructor simultaneously models where the skill fits in the
writing process and
moves her clothespin. Students see and are conscious of each step because they
know the step
hasn't changed until the teacher's clip has moved. The instruction is a
perfect opportunity for the
teacher to make errors intentionally. For many instructors, anxiety sets in at
the thought of
making errors before their students.
[0047] Instructors often need to remember the reason they write in front of
students in the first
place. Students are not watching to critique their instructor's writing
ability, but are rather
observing her to see how the instructor deals with situations that naturally
arise when in the
writing process. Another reason instructors intentionally make errors while
modeling is so the
students will see that writers, regardless of how skilled, make mistakes too.
The students begin
to understand through the instructor's modeling that not only is ok to make
errors but finding an
error is what good authors do. Now, the student's entire attitude has shifted
and students view
making and finding errors as an opportunity to perfect their craft.
Ultimately, making an error
related to the target skill, and fixing the error is one the most powerful
means by which an
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instructor can instruct. Students see and hear what the instructor's thought
process is as the
instructor writes. Seeing mistakes are part of writing. In conclusion, all of
the modeling during
the lessons takes place simultaneously as the instructor and students move
markers, such as clips,
through the process. While without question the writing process follows a
particular order, it is
worth noting that students realize an extremely important function. Depending
upon the skill the
instructor has chosen, students witness their instructor frequently moving the
clip back and forth
between the first three writing steps (prewriting, drafting, revising). As the
instructor maneuvers
through the process, so does the instructor's clothespin. Another advantage is
that students are
invested in their writing because they chose their own topic. They can't help
but "take pride in
their work" because their work belongs to them. Examples of lessons can be
found at
http s ://writers workshopk6 .wikisp ace s . c om/file/view/Topic s
%20for%20Mini%20Lessons.pdf/17
8903709/Topics %20for%20Mini%20Lessons.pdf.
[0048] In addition to providing a visual understanding of the writing process,
graphical
interface plays a key role in transitioning from the whole group lesson to
individual writing. The
instructor begins by asking each student, "Where in the writing process are
you today?" "What
will you be writing about?" After verbalizing his plans, the student knows it
is his turn to leave
the group. Before heading to write, he moves his clip to the corresponding
step. Indecisive
students benefit from hearing peers state their plans. When students verbally
and tactilely make
a writing commitment via the tool, it gives them direction and purpose. They
begin their
independent writing focused as authors. Not only do students understand the
stage to where
they're moving their clip, but they also recognize why their clip is on
whichever step the chose.
Because we are all authors, we are all different. The same applies in the
writing process.
Another detail in reference to the use of the graphical interface is in
relation to time
management. In instruction, pieces are not defined as finished simply because
the writing has
ended for the day. Rather, students move their writing through the process at
a pace that suites
them, sometimes over a span of days or even weeks.
[0049] The dialogue shown below is an example of how a conversation between an
instructor
and student might go during the transition of writing step transition.
[0050] Instructor:" __ where are you in the writing process today?"
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[0051] Some students will say, "I'm starting a new story." This student moves
their clip to
prewriting. Often, instructors ask the same student, a second question. "What
will you be
writing about?"
[0052] In addition to modeling, this graphical interface serves as a
beneficial visual aid in
reinforcing the writing process. As mentioned, each step on the tool can be
color-coded. For
example, under the step, the prewriting the description of step 1 could have a
short single
sentence, "I can think". All the process steps are labeled with a brief
description. There are two
reasons this learning approach is so supportive to young writers. One, the
student is much more
likely to remember what each step is and means if the sentence is short and to
the point. Second,
it allows students with a wide range of ability to successfully use the
writing process. All student
abilities are reached successfully through "conferencing". Sometimes the
conference is with an
individual. If the instructor notices an area in which a group of students
could benefit, the
instructor can pull that group.
[0053] The step following revising is editing. As a helpful reminder, the
descriptive sentence
under "editing" can be "I can use my checklist". Before students are
introduced to this step, in
certain instances, the students should be completely comfortable with moving
their clip back and
forth between the first three steps on the tool (prewriting, drafting, and
revising). Then together,
the class creates an editing checklist large enough to be visible from across
the room. Items
could be added onto the checklist a few at a time (1-2 items every few weeks).
Examples of
what classes decide to add are: 1. Name (8/25), 2. Date (9/18), etc. Every
time, students
complete a piece, they move their clip to the square marked "Editing". Now,
he's ready to ask a
friend to help him edit using the "Editing Checklist". The author sits with
his friend as his friend
takes the author's piece. He checks to confirm that all items listed are in
fact on the author's
paper. For example:
[0054] If the first checklist item is: 1. name. The editor checks to see that
the student's name is
in fact on the piece. If the editor confirms the author's "name", he then
places a number 1.
(Using a bright colored pen or crayon) at the bottom of the author's paper. If
the author's name
is missing, then the editor writes it for him. Satisfied with completing the
editing checklist, the
editor places a number a 1. at the bottom of the page. The same process occurs
as the editor
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proceeds to the next item on the list. The list is followed until all items on
the checklist are
verified. Whether there are two or ten items listed, once the editor completes
his job, the author
is ready to place a stamp at the top of his own piece. By completing this
step, when it comes time
for the authors publish, students will know any story with a stamp is
eligible. Sometimes patient
students are great helpers. This is a welcomed part of the editing process
too. The "editing
checklist" allows an instructor to integrate publishing early in the year.
[0055] The final step in the writing process is publishing. Many instructors
find this step in the
writing process stressful. Already overwhelmed, the instructor faces a second
challenge. Most of
the time, and unintentionally, instructors believe a student's published piece
must have every
error corrected. Not only is this unrealistic, but it is a good way to turn
young students off
writing. When students take back their corrected stories, they realize how
many mistakes
they've made. Students internalize the amount of corrections as lacking
ability. However, the
instructor's intention is to help. Again, and probably a relief to most
instructors, is that students
do not publish every piece they write. When using the graphical interface is
established early on
in the school year, students do not begin moving their clips to the publishing
circle right away.
Students first need the opportunity to practice the first four steps often.
Part of the publishing
process involves choosing from more than one-edited stories.
[0056] The next question frequently asked by instructors is "how will I ever
get all 22 students
to publication?" Attempting to publish one's entire class in a single or even
two days is not
realistic plan. As a result, instructors experience frustration. In order to
effectively manage the
amount of students wanting to publish, the instructor makes a decision the day
before as to which
student group she'll be conferencing to publish that day. With the decision
made, the small
group of students moves their clips to the publishing circle. This "group"
promptly retrieves
their journals and selects their prized piece. After making their choice, the
teacher conferences
with each student careful to focus on only 2 errors. Students NOT in this
group continue
working through the first four steps of the writing process. In this sense,
pressure is lifted off the
teacher. When publishing is managed during guided small groups, it eliminates
the problem of
students waiting and wasting time for their turn. Students know they will all
have an opportunity
to publish too, but in the meantime they enjoy writing and practicing
prewriting, drafting,
revising, and editing.
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[0057] Now that a group of students are ready to publish, the next step
students take part in is
the publishing conference. Often times, there is confusion as to how this
conference is supposed
to be conducted. One of the most common mistakes teachers make during
publishing conference
is correcting every error on the student's paper. While the instructor's
intention is to help, her
students perceive the corrections as negative. Overwhelmed and disappointed in
their writing,
the student thinks "look at how many mistakes I made". "A good writer is
perfect." I'm not a
good writer". "I don't want to write". "What's the point of writing when I can
see I'm no
good?" "I don't like writing because I'm bad at it". It is much more
productive for the student if
their teacher chooses only a couple of skills to address. Students are much
more likely to
comprehend and remember the skill if only two are addressed. The teacher can
then make note
in some fashion as to which skill was discussed in the publishing conference.
Just as important,
if not more, the student's self-esteem stays intact. His teacher points out
things he's done well
and because she chooses to address only two skills, the student isn't
overwhelmed and he feels
his goal is attainable.
[0058] Finally, spelling is probably one of the most misunderstood details
addressed in
conferencing. The majority of elementary students' brains develop their
cognitive and verbal
areas much faster than their spelling. Many students know how to accurately
spell a handful of
high frequency words. Problems arise when students have been programmed to
think, "It's not
ok to write words you can't spell." When teachers use this approach during
writing, they are
setting these to students up for failure. Students' vocabulary is developed
much faster than their
spelling.
[0059] Students who are programmed to write only what they can spell will
produce sentences
like: "I see a cat." "My cat is black." "She is fun." However, if this student
has a conversation
at lunch on the same subject, this is what is said: "Yesterday my black cat
thought it would be
funny to jump into our garbage can. She got stuck and didn't know how to get
out. At first we
were very scared because we couldn't find her. Finally, I heard a loud noise
coming out of the
kitchen! It was our cat Missy in the trashcan! We couldn't stop laughing!"
[0060] When students are afraid of making mistakes in spelling they do not
develop
opportunities to practice using new vocabulary. If we wait for students'
spelling abilities to
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catch up with their thinking, the consequence is catastrophic. In order for
students to grow as
writers, they must practice everyday. Limiting the words they can say but not
spell correctly will
ultimately put them behind in reading and writing. Now writing is no longer an
outlet but a
source of stress. Fortunately, we can avoid these negative scenarios.
[0061] The use of the graphical interface helps to eliminate this problem. It
allows students to
gradually learn new words. At the same time students develop the freedom in
spelling to take
risks. This allows for higher level phrasing without sacrificing content.
[0062] One of the most important benefits of graphical interface is how the
writing process is
represented to the students visually. Because the 4 squares (prewriting,
drafting, revising,
editing) are the same size and each a different color in certain instances,
AND the publishing
circle is centered, the tool automatically suggests that each of the four
steps are of equal
importance. Because the publishing circle is popped out in the center, all 5
steps appear to
represent the whole. The steps are part of a process, not individual parts
functioning alone.
Examples
[0063] The following examples are included to demonstrate preferred
embodiments of the
invention. It should be appreciated by those of skill in the art that the
techniques disclosed in the
examples which follow represent techniques discovered by the inventor to
function well in the
practice of the invention, and thus can be considered to constitute preferred
modes for its
practice. However, those of skill in the art should, in light of the present
disclosure, appreciate
that many changes can be made in the specific embodiments which are disclosed
and still obtain
a like or similar result without departing from the spirit and scope of the
invention.
[0064] As seen in Fig. 1, the graphical interface illustrates each step as
described above with
four rectangles representing the first four steps as described above and a
center circle
representing the fifth step as described above. Sentences helping the students
are located within
the rectangles. Also seen under the word "name" in boxes are the markers
associated with each
student.
[0065] As seen in Fig. 2, the graphical interface 1, comprises four
independent rectangles 2.
The rectangles are in one plane. In this embodiment, a riser 3 places the
publishing step 4 in a
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different plane. Further as seen in Fig. 2, clips 5 can be used to indicate
where a student is in a
writing composition process.
[0066] As seen in Fig. 3, the graphical interface can be an electronic
graphical interface 6.
[0067] From the foregoing description, one of ordinary skill in the art can
easily ascertain the
essential characteristics of this disclosure, and without departing from the
spirit and scope
thereof, can make various changes and modifications to adapt the disclosure to
various usages
and conditions. For example, we do not mean for references such as above,
below, left, right, and
the like to be limiting but rather as a guide for orientation of the
referenced element to another
element. A person of skill in the art should understand that certain of the
above-described
structures, functions, and operations of the above-described embodiments are
not necessary to
practice the present disclosure and are included in the description simply for
completeness of an
exemplary embodiment or embodiments. In addition, a person of skill in the art
should
understand that specific structures, functions, and operations set forth in
the above-described
referenced patents and publications can be practiced in conjunction with the
present disclosure,
but they are not essential to its practice.
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