Thanks for your thoughtful question! I am not sure if I have a clear answer…. I think what happens is I start with a concept and I try to clarify it as much as possible. From there, I begin writing — knowing that I will revise and refine what I want to say as “the words hit the paper” or my fingers hit the keys. It becomes iterative. My concept often becomes clearer as I write, but I go back and revise what I write often. For assignments, I have a framework when writing the guidelines. I start with the purpose/ reason for the assignment. Then try to explain in detail the parts of elements of the assignment. I break assignments into parts, including written assignments, to scaffold learning. I use a lot of graphic organizers and materials (like exemplars and non-examples) to support student success. I am not sure I answered your question though….
Thanks for your comment. I appreciate your kind words. I have never thought of myself as a writer. Your words have given me cause to reflect — so thank you!
Thanks for your thoughtful question! I am not sure if I have a clear answer…. I think what happens is I start with a concept and I try to clarify it as much as possible. From there, I begin writing — knowing that I will revise and refine what I want to say as “the words hit the paper” or my fingers hit the keys. It becomes iterative. My concept often becomes clearer as I write, but I go back and revise what I write often. For assignments, I have a framework when writing the guidelines. I start with the purpose/ reason for the assignment. Then try to explain in detail the parts of elements of the assignment. I break assignments into parts, including written assignments, to scaffold learning. I use a lot of graphic organizers and materials (like exemplars and non-examples) to support student success. I am not sure I answered your question though….
Thanks for your comment. I appreciate your kind words. I have never thought of myself as a writer. Your words have given me cause to reflect — so thank you!