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Reflection

The document discusses a checklist for assignments that students must follow, including completing work independently and properly citing sources. It emphasizes understanding academic integrity policies and submitting assignments to check for plagiarism. The reflection analyzes the 'Handwriting Without Tears' strategy for teaching writing skills in a balanced literacy program. It discusses how this multisensory approach that teaches proper pencil grip can help all students learn to write effectively. The educator learned to consider individual developmental levels and utilize strategies like teaching uppercase letters first to establish a strong foundation for writing.

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Eunmi Jeon
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45 views5 pages

Reflection

The document discusses a checklist for assignments that students must follow, including completing work independently and properly citing sources. It emphasizes understanding academic integrity policies and submitting assignments to check for plagiarism. The reflection analyzes the 'Handwriting Without Tears' strategy for teaching writing skills in a balanced literacy program. It discusses how this multisensory approach that teaches proper pencil grip can help all students learn to write effectively. The educator learned to consider individual developmental levels and utilize strategies like teaching uppercase letters first to establish a strong foundation for writing.

Uploaded by

Eunmi Jeon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Checklist for Assignments


Course Code: EDUC18081
Assignment: #4. Reflection

1. I understand my professor’s expectations for this assignment. In particular, I


understand his/her specifications regarding collaborating with other students.

2. I completed this assignment independently. It was not written by another person,


nor did I use another student’s work.

3. I used the documentation style recommended by my professor consistently


throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’ words by
including quotation marks around the quoted material and I have provided full and
accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own words and I
have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations, charts,


diagrams, figures, audio, video, etc. from outside sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes, outlines
and rough drafts in the event that my professor asks to see these.

8. I have never previously submitted this assignment, or parts of this assignment, for
any other course.

9. I did not share my work with anyone else, and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions, I made
all of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy, and am aware of the


consequences of breaching this policy.
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13. I understand that I am required to submit my work to Turn It In to check for


originality. This process also allows me to review my initial work and correct any
identified issues prior to submitting my work for evaluation.

Student Name: Date: June. 23, 2023


Signature:

Assignment #4: Reflection

Eunmi Jeon

EDUC 18081

Allison Fitzgibbon

June. 23, 2023.


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Reflection: Module 11. Writing - “Handwriting Without Tears”

What main strategy resonated with you?


Of all the instructional strategies for learning, the writing skills and strategies in a balanced literacy program
have deeply resonated with me, especially since "Students in early grades spend 80% of their school time
handwriting" (Fitzgibbon, Module 11, Slide 12) and the skill is essential. "Handwriting remains the primary
tool of communication and knowledge assessment" (Fitzgibbon, Module 11, Slide 12). However, it can be
challenging and overwhelming for some students. You need to know the step-by-step strategies and ensure
students understand them; writing can be difficult if they don't. Perhaps the most basic yet challenging is
Handwriting: "Handwriting is so difficult to learn to do well that we have programs with the specific goal of
teaching handwriting" (Fitzgibbon, Module 11, Slide 13). Top 4 Handwriting Errors: 1. How they grip the
pencil, 2. Where they start the letter on page 3. Reversals, 4. Letter formation (Fitzgibbon, Module 11, Slide
14). “Handwriting Without Tears” is a handwriting program to help these students, and the title caught my
attention. Unlike traditional Handwriting, this strategy can be more straightforward, easier to learn, and
more effective because it can be taught step-by-step by a teacher or EA, individualized to meet each
student's unique needs.
How did this strategy change the way you think about teaching and learning?
The "Handwriting Without Tears" strategy has revolutionized how handwriting is taught and learned. As
highlighted in Module 11, "Writing progresses through sequential stages. As EAs, you will support the
teacher in monitoring your student's progress to ensure that they are on track for their age/grade and
developmental level" (Fitzgibbon, Module 11, Slide 3).
This shift recognizes the importance of considering individual developmental levels rather than solely
focusing on age and grade, enabling a more personalized approach. One key aspect of the "Handwriting
Without Tears" (HWT) strategy is its utilization of multisensory activities to teach writing. As stated in the
module, "HWT makes use of multisensory activities to teach writing to students. This means we tap into all
senses in order to create sensory memories (motor patterns) of the writing process. It begins with teaching
about body awareness" (Fitzgibbon, Module 11, Slide 20). Engaging students in activities that involve
exploring, touching, playing, colouring, and drawing develops essential hand skills, laying a solid foundation
for writing skills. A common issue that often contributes to poor handwriting is an immature or incorrect
pencil grip. As educators, it is crucial to address this concern. "Often, students have poor handwriting
because they use an immature or incorrect pencil grip. We must teach students how to properly hold their
pencil" (Fitzgibbon, Module 11, Slide 17). This fundamental skill of pencil grip is the building block for
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writing proficiency. While exploring Module 11, I encountered a valuable teaching strategy called the
"pencil grip song" (Fitzgibbon, Module 11, Lesson 3). This approach, showcased in one of the videos,
involved the teacher singing a song while demonstrating the correct posture, including finger placement for
holding the pencil. This fun and relaxed method made learning and internalizing the proper pencil grip
easier for students. In conclusion, the "Handwriting Without Tears" strategy has fundamentally
transformed the teaching and learning of handwriting. By embracing a developmental approach,
incorporating multisensory activities, emphasizing proper pencil grip, and utilizing engaging teaching
strategies like the "pencil grip song," educators can empower students to develop their writing skills
effectively.
How did this strategy change the way you will teach your students?
In Module 11, we discovered that the "Handwriting Without Tears" (HWT) program emphasizes the initial
teaching of uppercase letters (Fitzgibbon, Module 11, Lesson 3). Several reasons and considerations support
this approach.
Firstly, starting with capital letters is developmentally easier for students, as they only need to learn 26
characters instead of 52 (upper and lowercase combined). By focusing on uppercase letters initially,
students can establish a strong foundation for writing without the added complexity of different letter
forms. Moreover, capital letters have consistent starting points at the top of the writing space and share
the same vertical space on a page. This uniformity eliminates the need for letter reversals, providing clarity
and reducing confusion for young learners. Additionally, children often encounter capital letters in their
environment, such as in signs for "Stop," "Exit," or "Danger." This familiarity with uppercase letters
enhances recognition and reinforces their practical relevance. Another benefit of starting with uppercase
letters is that when students eventually transition to lowercase letters, they will already be familiar with
about a third of the lowercase alphabet since many lowercase letters share the same shape as their
uppercase counterparts. This facilitates a smoother transition and builds upon their existing knowledge.
Additionally, lowercase letters require tracing down the line of letters, which can be challenging for
kindergarteners or students with underdeveloped fine motor skills. In contrast, uppercase letters have
upward movements that do not require tracing back, simplifying the writing process and accommodating
the motor skills of young learners. To make learning more accessible and engaging, it is recommended to
teach students frequently encountered letters such as "pizza," "milk," "lunch," and "sweets." This can be
accomplished through visual aids like photos, drawings, and educational games, which make the letters
more familiar and easier to learn and use. Word stories are also an effective strategy to help students
understand and remember the shape of letters (Fitzgibbon, Module 11, Slide 30). In addition to
handwriting, Module 11 introduced other writing strategies. Guided writing, for instance, utilizes various
writing experiences to guide students' understanding of the writing process, purpose, and form. It expands
their repertoire of techniques and modes of writing while providing structure and support during new
learning (Fitzgibbon, Module 11, Slide 36). Another strategy discussed is RAFT (Role, Audience, Format,
Topic). It helps students understand their role as a writer, the intended audience, different writing formats,
and the topic they will write about (Fitzgibbon, Module 11, Slide 37).
By incorporating these strategies, I can create a seamless and practical approach to teaching writing,
empowering students to develop their skills while fostering engagement, confidence, and understanding.
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What did you learn about yourself, as a future educator?


Module 11 emphasized the importance of individualized instruction in writing it to meet students' specific
needs. By considering developmental stages and motor skills, I can create a personalized approach that
supports their success. Incorporating diverse strategies like songs, flashcards, and sign language makes
writing more enjoyable and accessible. As EA, I need to continuously seek new approaches, avoid
complacency, and foster a positive and inclusive learning environment. By dedicating ourselves to
individualized instruction and embracing innovation, we can ensure that every student receives the support
they need to thrive.
Reference:
 Fitzgibbon, A. (Module 11). Teaching and Learning Strategies. Sheridan College, Oakville, Ontario.

 Cathy Newton. (2017, September). Pencil Grip Song [Video file]. Retrieved from YouTube:

https://www.youtube.com/watch?v=0V36VQ1cdJc&t=23s&ab_channel=CathyNewton

 Learning Without Tears. (2009, August). Tracing Capital Letters Song [Video file]. Retrieved from

YouTube: https://www.youtube.com/watch?

v=IiO0RZhCSKI&t=12s&ab_channel=LearningWithoutTears

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