12.2 Listen-stop-and-write

Where and when did I find it: This was one of the strategies discussed in this week’s article by Knipper & Duggan (2006). 

What it means:The authors describe this as a note-taking technique broken into three minutes of listening, interspersed with two minutes of writing about what was heard during the teacher’s lecture (Topping & McManus as cited by Knipper & Duggan, 2006, p. 466).

Full citation: Knipper, K.J., & Duggan, T.J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher (59)5, 462-470.

Level of familiarity: I do not know this note-taking strategy as explained within this limited, highly structured time-period.  

Do I want to know this word well, and if so, why?: Initially, I thought I would not use this strategy. However, thinking about it, I can think of some instances where this would be a beneficial strategy to know and use in the classroom. I can see using this with ELL’s, reluctant writers, and when students are in the acclimated learning stage. These short segments of listening followed by writing, obviously support students listening skills, but also help in synthesizing concepts in small doses. The listen-stop-and-write strategy can support the above-mentioned learners in that they are need to make sense of content material. As students become more confident and proficient with the strategy, I can envision combining this with a think-pair-share activity. 

Do I think others need to know this word well, and if so who and why?: Yes, I believe it is a strategy that adds to a teacher’s and literacy specialist’s toolbox.  Since there are many reluctant writers, this provides another method to support them becoming more metacognitive in their learning, along with holding students accountable for their learning.