Larry Ferlazzo notes in his Educational Leadership article “Micro-Writing for English Learners,” that “short burst of writing can boost English language learners’ confidence and skills.” Ferlazzo explains this to be because micro-writing:
As a bonus, the benefit extends beyond our EL students. For all learners—not just EL learners—the above bulleted list still applies. Plus, the recently published Ed Surge article “Micro-Writing is having a Macro Impact on Identity Development,” Bryan Christopher notes that micro-writing can be used as a check for understanding, a pre-write for what will later be shared aloud, or even as a vocabulary builder. Moreover, he notes that, “the value of micro-writing goes beyond academics, addressing social and emotional needs like self-perception and confidence.”
Personally, I love that micro-writing often pushes students to the highest level of Bloom’s, but without taking up large periods of valuable class time. When students write, even just for a small amount of time, they hit the “Creating” stage (level 6) of Bloom’s Taxonomy because they are generating something new with their knowledge. As a bonus, in getting to level 6 of Bloom’s, students often cross through the “Evaluating” stage (level 5) as they create an argument, make a value judgement, or evaluate a problem.
If you would like to try micro-writing in your own classroom, here are three strategies to help you get started:
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