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Hover to see how factors connect to Composition. Then click connected factors to explore strategies related to multiple factors.
Composition is the ability to express ideas and information through writing. Composition is dependent on Foundational Writing Skills, which include planning and mechanics. These skills become more nuanced in post-secondary educational settings. Adults also often require additional instruction on visualizing and structuring ideas in their writing.
Planning for the writing process becomes increasingly important as adults are required to write for specific audiences and to address specific goals in academic, personal, and workplace contexts. These types of writing may include:
As digital writing and communication (e.g., blogs, emails) often mirror traditional writing structures, it is important for adults to have a strong understanding of the writing process to succeed in an increasingly digital world. This is also important for adapting to new and evolving digital writing demands, including social media postings.
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Experts can answer questions and provide vocabulary, processes, feedback, and scaffolds to help learners deepen their understanding.
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
Adult learners can self-organize into groups called communities of practice to engage in longer-term examination of a topic to build deeper understanding.
When learners process and express information visually, they are activating more cognitive processes while Problem Solving.
When preparing for and executing a debate, learners analyze, form, and express verbal arguments, fostering their critical thinking skills, an essential component of Problem Solving.
Networking and supporting adult learners in expanding their social networks provide access to additional resources and Social Supports, which can impact their trajectory and Motivation.
Experiential learning is learning by doing, which may include self-directed learning activities.
In an increasingly digital world, adults who struggle with using technology can benefit from direct instruction for an array of digital tools.
Adult learners who are struggling with Foundational Reading Skills, including decoding and phonemic awareness, can benefit from explicitly learning phonics skills in an educational setting.
Seeing and using new words repeatedly and across contexts is critical for vocabulary acquisition.
Formative assessment is "assessment for learning" rather than "assessment of learning".
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Visualizing how ideas fit together helps learners construct meaning and strengthens their recall.
Opportunities for students to practice skills in context, with instructor support and also independently, helps to move concepts and ideas into Long-term Memory.
Visual reading aids, such as handouts and online guides, help learners to maintain Attention and serve to support the learning process.
Immediate feedback can improve a learner's confidence, self-awareness and enthusiasm for learning, which leads to increased Motivation.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Giving learners the opportunity to share their knowledge, skills, and understanding with others strengthens learning and increases Motivation while also building Social Supports.
Metaphors and analogies can support learners by helping to form connections and to notice patterns and similarities that promote learning, self-concept, and higher order thinking.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
Instruction and training presented in multiple formats allows learners to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
When learners provide constructive feedback on each other's work, they reflect on their own understanding, learn to give relevant suggestions, receive specific ways to improve, and engage in Metacognition.
Process-based writing focuses on how learners brainstorm, outline, draft, and revise their writing and is most effective when paired with feedback, especially for English language learners.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
Learning and studying information across multiple sessions that are spaced, or distributed in time, can promote learning and long-term retention of both basic and conceptually complex facts and concepts.
Speech-to-text takes the input from voice recognition and produces text.
Bringing learners' everyday literacy practices such as text chats into instruction provides regular, low-stakes practice communicating with authentic audiences.
Text-to-speech technology reads the words on a screen aloud.
Analyzing short video clips, replays of important aspects, and videos of oneself applying what has been learned can improve Metacognition and Long-term Memory while fostering a Learner Mindset.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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