Here’s a link to an online tool called “Glogster” (http://edu.glogster.com/ ). I use this tool as part of a writing assignment that challenges students to find their writing voices through a “no-writing” writing assignment. The students must use heavy description and narration to pull this one off, because in this case, the audience will listen to (not read) the essay. Of course, all “drafts” are audio drafts, and they’re shared with others in the class—as listeners who provide audio feedback to their trio of writers. Once they’ve received audio feedback, they then must incorporate active listening (using their peers’ comments and critiques) to improve their essay. They must submit their final draft to the instructor (in both written form and in a polished audio form). This exercise causes students to become attuned to their own voices, literally—as well as to make the connection between the writer’s voice and the necessity to become comfortable with having new thoughts and ideas that no one else has possibly thought of before.
Improving Student Achievement with Effective Learning Techniques
NYIT Faculty Talk about Teaching: Focus on International Students, Part 2
Characteristics of Effective Feedback
Using the PEAR Approach to Develop Stronger Discussion Questions
NYIT Faculty Talk about Teaching: Focus on International Students