For students who learn best through reading, writing and processing concepts in writing.
They use notes, concept explanations and reflection texts as a way to structure and apply their knowledge – and they often communicate best in writing.

Key idea: Writing creates reflection and ownership

In synchronous teaching, writing provides an opportunity to connect knowledge with practice and train the ability to explain, analyze, and evaluate – key competencies in transfer.

Toolbox: Reading/writing-based modalities in synchronous transfer teaching

Modality	What does it do?	Example from computer science education	IT-løsning / værktøj
Written exit tickets	Trains concise summarization and application of learning	“Write one thing you could use in your next project assignment”	Shared document, Padlet, Google Form
Concept maps with explanations	Provides overview and awareness of subject-specific terminology and relationships	“Explain ‘loosely coupled architecture’ in your own words”	Jamboard, shared Google Doc, Figma whiteboard
Group-based analysis exercises	Practices subject-specific written argumentation	“Compare two design patterns – which fits this case best?”	Online collaboration document, breakout rooms
Mini-essays with peer feedback	Creates opportunities for reflection and quality awareness	“How would you structure a database for this solution?”	Sharing and comment threads in Google Docs
Question-driven writing	Focuses reflection and develops disciplinary	“What would happen if a different architecture were chosen here?”	Group writing + oral feedback