Strategies in Learning and Education

This article discusses effective teaching strategies to support writing development in students. It explores the benefits and limitations of guided writing and independent writing strategies. The article also provides lessons to support and extend writing development for two students, Harper and Madison.

Running head: STRATEGIES IN LEARNING AND EDUCATION
Strategies in learning and education
Name of the Student
Name of the University
Author Note

1STRATEGIES IN LEARNING AND EDUCATION
Table of Contents
Section 1.....................................................................................................................................2
Area of need for Harper’s writing development....................................................................2
Teaching strategy to support Harper’s writing development.................................................2
Lesson to support and extend Harper’s writing development................................................2
Area of need for Madison’s writing development.................................................................3
Teaching strategy to support Madison’s writing development..............................................4
Lesson to support and extend Madison’s writing development.............................................4
Section 2.....................................................................................................................................5
Comparison of teaching strategies.........................................................................................5
Benefits and limitations of each teaching strategy.................................................................6
References..................................................................................................................................7

2STRATEGIES IN LEARNING AND EDUCATION
Section 1
Area of need for Harper’s writing development
As per the annotated writing sample of Harper, it is clear that the student requires
attention in some parts of this writing to develop in future. One of the area in which Harper
needs special attention is the area of spelling. In the narrative of Harper it is clearly evident
that that he had made of mistakes in the spellings (Mishra & Kaur, 2013). The narrative is
much smaller as compared to that of Madison with a lot of errors in the spellings. In two
words of his narrative, it has been identified that Harper had to strike off the words to rewrite
the correct spelling that suggests that he is not confident enough.
Teaching strategy to support Harper’s writing development
The narrative of Harper suggests that he is not confident enough about writing the
spellings of the words. Moreover, this lack in his confidence has made him to commit a lot of
mistakes in the spellings. The teaching strategy that would be most appropriate to support
Harper’s writing development is the strategy of the Guided Writing (Winton & Kane, 2016).
With the help of the guided writing, Harper will be able to able to meet with the teacher and
will be able to meet up with his area of need. The guidance from the teacher will be
beneficial to bring him on the right track to correct the spellings.
Lesson to support and extend Harper’s writing development
As per the narrative of Harper, it is quite evident that Harper’s writing reflects a
student at a Grade 2 level. As discussed earlier the teaching strategy with respect to the
Harper’s narrative is the Guided writing strategy that is to be implemented as the teaching
strategy with the motive of correcting the spellings. The teaching method that would be
implemented in the learning procedure is putting up of a Boggle every week where the
Boggle board would reflect the spelling pattern for that week (Zumbrunn & Bruning, 2013).

3STRATEGIES IN LEARNING AND EDUCATION
With Boggle Harper would be able to create as many words as possible from the
words in the Boggle board that will ultimately help him to develop on his spellings. The
Boggle board game would help Harper to learn the various spelling patterns. Stressing on the
board game, Harper will be able to learn correct spellings of the words and will also be able
to learn new words. The weekly activities from the board game will allow Harper to stress on
the areas he requires improvement. Under the guidance of the teacher, Harper will be able to
develop extensively on his spelling skills. The teacher would guide Harper with an approach
with which there will be minimal spelling errors of Harper in his future narratives.
Information and Communications Technology or the ICT is an excellent source when
it comes to the correction of the spellings. The high standards of literacy can be achieved
with the help of ICT (Fu, 2013). ICT can be of a great help to students in guiding the students
to develop the true sense for the correction of the spellings. The auto correct will help to
correct the spellings automatically while the spell checker will be able to point out to the
student in case there is a misspelling of any word in his narrative. In addition, the ICT also
supports a virtual Boggle board game for the students with which the learning patterns can be
apprehended.
Area of need for Madison’s writing development
As per the annotated writing sample of Madison, it is clear that the student requires
attention in some parts of this writing to develop in future. One of the area in which Harper
needs special attention is the component of narrative writing. From the narrative of Madison,
it is clear that her narrative lacks the necessary structural configuration of a narrative writing
(von Koss et al., 2016). In comparison to that of Harper, Madison has been able to frame her
thoughts quite well but the components of her writing has been disruptive in nature. It is due
to this reason that Madison needs attention specifically in this area where the components
have been mentioned in a haphazard manner.

4STRATEGIES IN LEARNING AND EDUCATION
Teaching strategy to support Madison’s writing development
From the narrative of Madison, it is clear that she made mistakes in the sentence
construction. In addition to it the components of the narrative writing was not up to the mark.
The fragments of the narrative writing were not arranged properly as well that clearly tells
that the Madison needs special care in this area. The teaching strategy that will be appropriate
for Madison is the strategy of Independent writing (Bai, Hu & Gu, 2014). With the help of
this strategy, Madison will be able to get a guidance on the designing and composition on the
writing. Independent writing duly delivers the platform for the students where they get the
freedom to enhance their skills.
Lesson to support and extend Madison’s writing development
As per the narrative of Madison, it is quite evident that Madison’s writing reflects a
student at a Grade 2 level. As discussed earlier the teaching strategy with respect to the
Madison’s narrative is the Independent writing strategy that is to be implemented as the
teaching strategy with the motive of providing the right assistance towards framing the
narrative writing. The teaching method that would be implemented in the learning procedure
is the conferencing the writings of Madison (Jalongo, 2013). This type of teaching method is
specifically chosen because this would keep Madison engaged in the writing skills under a
special guidance.
The conferencing of the writing skills is set to develop the writing skills of the
students. In writing conferences a special one to one will be held between the teacher and the
student where the student will be required to set a share a piece of writing with the student.
Madison will get guidance during the course where the mistakes in the piece of her writing
will be pointed out to her so that she gets the opportunity to correct the mistakes she had
committed in her writing. From the narrative, it is pertinent that Madison needs to develop
her writing skills.

5STRATEGIES IN LEARNING AND EDUCATION
In the context of narrative writing, the ICT can be of a great help in developing the
writing skills for the students. The digital infrastructure of ICT will enable the students to
have a grip over their writing. The literacy teaching will be enhanced when the students will
receive a technical assistance with the help of ICT (Noor-Ul-Amin, 2013). Further, ICT will
also be able to reduce the human workload by incorporating time efficient techniques and
techniques comprising of efficient learning. Madison will receive the technical assistance
from a series of guides over the internet in addition to the non-technical guidance from the
teacher.
Section 2
This section talks about the comparison of the teaching strategies along with the
benefits and the limitations.
Comparison of teaching strategies
The two strategies that have been selected in relevance to the Harper’s narrative
writing and the Madison’s narrative writing is the Guided writing strategy and the
Independent writing strategy respectively. There are few differences between the two types of
strategies (Conderman & Hedin, 2014). The two types of strategies are focussed towards
addressing the areas of need for both Harper and Madison. From the above sections, it has
been found that Harper has been lacking in the area of correct spellings whereas Madison has
been lacking behind the area of constructing the narrative writing with proper fragments.
The Guided writing strategy is focussed towards providing a guidance on the sense of
correct spellings to be used in the narrative writing. On the other hand, the Independent
writing is focussed towards providing a guidance on the correct sense of arranging the
components of the narrative writing (Saberi & Rahimi, 2013). The Guided writing strategy
generally takes place in small groups in which the importance of the writing procedure is

6STRATEGIES IN LEARNING AND EDUCATION
addressed accordingly. On contrary to this, the Independent writing strategy takes place with
the help of the formation of one to one meetings between the students and the teachers. In
Guided writing strategy, the spellings and the punctuations are mainly treated with utter
importance whereas in the Independent writing strategy the construction of the narrative
writing along with the internal structures are given prime importance. In Guided writing
strategy, guidance is provided instantly which is unlikely in the case of Independent writing.
Benefits and limitations of each teaching strategy
The teaching strategies that have been mentioned in the above paragraphs are of great
importance to the student in developing their writing skills. However, both the teaching
strategies that is the Guided writing strategy and the Independent writing strategy has some
benefits as well as some limitations. The benefits of the Guided writing is that it enables the
students to be assisted with the guidance from the teachers (Fidalgo et al., 2015). The
guidance provided to the group of students aims at developing the writing skills. The
limitations of the Guided writing strategy is that the guidance is provided in groups or small
sections of the students for which the extra care proves to be insufficient.
Similar to that of the Guided writing strategies mentioned in the above paragraph,
there are some benefits and limitations of the Independent writing. As compared to the
Guided writing strategies, there are several benefits of the Independent writing strategies. In
the Independent writing strategy, the benefits are that it is focussed towards providing
guidance to the students individually (Hayes & Berninger, 2014). The limitations of the
Independent writing strategy is that the students are exposed to the Independent platform to
have an understanding of their skills. However, in doing so the students may get more
nervous and commit more errors in the comprehensive writings.

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References
1. Mishra, R., & Kaur, N. (2013). A Survey of Spelling Error Detection and Correction
Techniques. International Journal of Computer Trends and Technology, 4(3), 372-
374.
2. Winton, S. L., & Kane, T. D. (2016). Effects of group goal content on group
processes, collective efficacy, and satisfaction. Journal of Applied Social
Psychology, 46(2), 129-139.
3. Zumbrunn, S., & Bruning, R. (2013). Improving the writing and knowledge of
emergent writers: The effects of self-regulated strategy development. Reading and
Writing, 26(1), 91-110.
4. Fu, J. S. (2013). ICT in education: A critical literature review and its
implications. International Journal of Education & Development using Information &
Communication Technology, 9(1).
5. von Koss Torkildsen, J., Morken, F., Helland, W. A., & Helland, T. (2016). The
dynamics of narrative writing in primary grade children: writing process factors
predict story quality. Reading and writing, 29(3), 529-554.
6. Bai, R., Hu, G., & Gu, P. Y. (2014). The relationship between use of writing
strategies and English proficiency in Singapore primary schools. The Asia-Pacific
Education Researcher, 23(3), 355-365.
7. Jalongo, M. R. (2013). Getting on the conference program and writing a practical
article: Templates for success. Early Childhood Education Journal, 41(1), 13-23.
8. Noor-Ul-Amin, S. (2013). An effective use of ICT for education and learning by
drawing on worldwide knowledge, research, and experience: ICT as a change agent
for education. Scholarly Journal of Education, 2(4), 38-45.

8STRATEGIES IN LEARNING AND EDUCATION
9. Conderman, G., & Hedin, L. R. (2014). Co-teaching with strategy
instruction. Intervention in School and Clinic, 49(3), 156-163.
10. Saberi, E., & Rahimi, R. (2013). GUIDED WRITING TASKS VS PRODUCTION
WRITING TASKS IN TEACHING WRITING: THE IMPACT ON IRANIAN EFL
LEARNERS'PARAGRAPH WRITING. Modern Journal of Language Teaching
Methods, 3(2), 129.
11. Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L.
(2015). Strategy-focused writing instruction: Just observing and reflecting on a model
benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50.
12. Hayes, J. R., & Berninger, V. W. (2014). Cognitive processes in writing: A
framework. Writing development in children with hearing loss, dyslexia, or oral
language problems: Implications for assessment and instruction, 3-15.