Sections Four and Five- Advocacy Is Also Essential and Teaching In Action: Lesson Essentials
Assignment Eight: Read Writing Essentials Chapters 11-12 and Section Five. Reflect on the comments below and any additional reactions you have after reading these chapters. Post your thoughts to the course blog.Chapter 11: Build on Best Practice and Research• What are some of the key research findings most relevant to writing instruction?
• What are the practices of highly effective teachers?
• How can you be part of the ongoing professional development discussions in your building?
• What about test scores? What are the characteristics of high performing schools?
• Think twice before adopting a “program”
Regie begins this chapter sharing her experiences doing residencies in schools and the surprising (and delightful) discovery that whole school cultures changed during the course of their work improving literacy instruction. As she said, “This is what education should be about…whole schools working together so that all students (can) succeed.” How is the climate/culture in your school? On your team? One reason we continue to look to Regie for inspiration is that we feel she is so practical. There is not one right way or method to teach writing. “That is why formulas, programs and recipes don’t work. Every context, school and person is different and has different needs. Literacy is not a set of acquired or learned skills.”
Chapter 12: Make Every Minute Count• You need to “REDUCE THE PAPER LOAD!!!”
• What can we do that will save us time and allow us to focus more on meaningful instruction?
• Regie states, “Take more time to see the light!” Don’t get bogged down with daily worksheets and isolated exercises.
Though this chapter is short it is full of valuable ideas and reminders! Regie reminds us in this chapter to stop and reflect about what we are doing in the classroom. Ask yourself: Is this the best use of my time? Is what I’m about to do going to help my students become more joyful and accomplished readers, writers and thinkers?
“It might be that the best use of your time is to read a professional book, see a movie, visit with a friend. Sharing your experiences with your students may be a more useful way to get them to think about their writing than marks and comments on a paper.” “It’s hard to come to school all excited about teaching if you’ve spent hours the night before pouring over papers.” It is a disservice to our students and ourselves “if our out-of-school time is all about paperwork.” In fact, “Teachers’ comments on students’ papers do little to improve writing, even if the comments are positive ones. It is far more effective to conference with students and focus on specific writing issues with the student at your side.”
Also “(b)e sure that most of your writing time is devoted to writing, not preparing for writing or doing activities about writing. Safeguard sustained writing time; it’s critical for becoming a writer. Limit take-home work for students too, and place more emphasis on free-choice reading. Having more reading experiences positively impacts growth in writing skills.”
Regie closes this chapter by reminding us to breathe, relax and enjoy writing- and your life! “One way to reduce stress and have more energy for teaching and advocacy is to have a life outside of school. I worry about teachers and principals who work twelve-hour days. I have seen no research that shows educators who work the longest hours get the best results or that longer reading and writing projects teach more about reading and writing. Keep evaluating whether what you’re staying late for-or the hours of work you take home- will help your students become more effective readers and writers.”
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Chapter 11
ReplyDeleteThere is a melody of key research findings for writing instruction that all go together cohesively to support excellent writing. These key research findings help me be more thoughtful with own craft: writing everyday, understand in social context, providing a caring teacher, continue to grow and professionally develop, create predictable writing routines, provide support through conference, emphasize writing as a process, recognize influence of a conversation and a language-rich classroom, and invite students to tap into personal experiences to name a few. Best practices of highly effective teaching of writing happen when teachers are less driven by state testing and continue to sharpen their skills with professional development. Some practices of highly effective teaching include: demonstrate writing by thinking aloud and writing and teaching, communicate with parents and administrators, share with students the writing teachers do outside school and ask them to do the same, conference with all students about their writing, move students towards assessing their own writing, read books and journal article about writing and teaching, teach authentic writing. My building has organized professional learning groups. I help facilitate a literacy, reading focused, group and I also participate in a writing development group as well. I have already shared specific helpful ideas with my colleagues from Regie’s book. My instructional assistants have also loved learning effective practices of teaching writing. Having a mentor text like, “Writing Essentials” helps build strong, positive collegiality among my building and team. Professional learning groups help continue the conversation across the staff, which is a characteristic of high-performing schools. An opportunity to discuss assessments for learning can also take place during professional learning groups. Regie has listed some great questions to take into consideration before adopting a writing program. I have never been asked to participate in selecting a curriculum/program, which is usually a group decision from administration.
Chapter 12
Releasing responsibilities to our students is one effective way to reduce paper load. Regie also recommends limiting the amount of work you take home. Teachers should be reviewing students’ writing samples and eliminate or reduce daily worksheets and isolated exercises. It’s important be somewhat picky, but respectful, with the materials used to teach students. With the resources available, teachers can save time by avoiding the tedious teacher tendencies and create a structured environment that encompasses effective writing instruction. The important timesavers Regie suggests are the same helpful strategies she repeated over and over again throughout her book. For example, teacher can focus more time on instruction by scheduling writing every day, limit the use of prompts that have no real audience, integrate test preparation, teach basic skills in context, teach students to revise and edit as they go, and have the students understand the purpose; are a few helpful tips. With that said, I should have more time on hands! The next professional learning group my staff holds, I will bring copies for the group to examine their beliefs about writing.
Chapter 11
ReplyDeleteThis chapter really made me think long and hard about what my school and district is doing WELL when it comes to literacy instruction, and what improvements need to be made, according to Regie’s recommendations and research. I find my thoughts and emotions to be mixed: one part of me is a little depressed because there is a fair amount of disconnect and lack of cohesiveness when it comes to how my school and district approaches literacy instruction; another part of me is excited because I do work with colleagues (at least some colleagues) who would be willing to make some changes in how we work together as a school when it comes to literacy instruction; and a third part of me is fired up in wanting to step up and advocate for some change in my building when it comes to literacy instruction. My building/district has on hand a writing adoption program that is many years old. It has some positives, but it does teach skills in isolation (NOT best practice!). I haven’t used the program in several years. Instead, I have been stumbling my way through writing instruction; I’ve pieced lesson ideas together through some professional books I’ve read and via collaboration with my two grade level teaching partners, but in all honesty, my writing instruction has been weak, at best. I am also completely disconnected with any and all writing instruction that goes on in my building in every single classroom, K-5. This includes ESL and Special Education services. How awful!! My school has many, many positive strengths, but we are not one that comes together and participates in consistent professional dialogue that focuses on HOW and WHAT we teach. Hearing/learning about what other schools have done…..especially those right across the I-5 bridge from me here in Portland in Vancouver, WA!......is research, proof, and inspiration of what can be done when a staff unites and genuinely commits to working together so that ALL students can succeed. That is VERY exciting! As Regie says, change happens one person at a time. I know that I have already begun to change and I am TRULY inspired to advocate for some positive changes in my building. I know my Principal will support me, which is huge.
Perhaps I can start small and lead a book club with Regie’s Writing Essentials book? Another possibility is contacting a couple of the Vancouver, WA schools that Regie has worked with and see what they are doing today to continue the fostering of student success? It seems a little daunting right now because I truly don’t need MORE to do; on the other hand, I chose to teach so that I can make a difference in the lives of students. That means I need to do the work and invest some time to make that happen. My mission is not necessarily to be a GREAT teacher; I want to be an INSPIRING and EFFECTIVE teacher! ☺
Chapter 12 and Teaching in Action: Lesson Essentials
ReplyDeleteI appreciate and value all of Regie’s sage wisdom and advice in Chapter 12 because it is wisdom and advice that I need to heed. Admittedly, I AM one of those 10 to12 hours a day teacher in my classroom AND one who lugs work home every night (I don’t necessarily get to it all, but and forth from school it goes until I DO get it done!). I am also guilty of fantasizing about having a job that I could “leave at work” and that once I left the work place, I wouldn’t have to give it another thought until I returned the next day. But deep inside, I KNOW that’s not my calling; teaching is in my bones (not to mention my gene pool on my Mom’s side of the family!), and I know just how “powerful” my job is (which is both humbling and intimidating). After having read Regie’s Reading Essentials last year, where she offers the same advice of finding ways to reduce workload and to actually LIVE a life outside of the classroom, I have been more conscientious of making my lessons purposeful and meaningful. But I still haven’t quite found the secret formula to reduce my hours. It truly feels like my district put more and more on my plate and rarely takes anything off of it. The stakes are getting higher and higher. Our new superintendent is making test scores public for one and all to see, K-12. We’re collecting and analyzing more data. We have to meet as Professional Learning Teams (PLTs) on a weekly basis and create “Smart Goals,” based on some sort of assessment. Some parts of the PLT process are meaningful; on the other hand, some of the requirements are definitely NOT the best use of my time. Which means I feel I am getting robbed of valuable lesson planning time AND my personal time as well. ARGH!!!
I truly appreciate the varied 5 day lesson plans Regie generously includes in her book. I’m not necessarily great at creating lessons, but I am good at adapting and implementing them. I am always hungry for new and effective ideas! I am seriously considering doing the “Hero Writing” lesson so that my students could “wrap up” their writing and give it as a Christmas gift to a personal hero in their lives. I think that would be a pretty powerful and beautiful gift!
Appendix page A-2 was thought provoking and provided an opportunity to really examine my beliefs about writing, especially now after having completed the reading of the Writing Essentials book. I would consider sharing this thought provoking/conversation starter with my colleagues, but I think I would like to do a professional book club with some of my peers with Regie’s book first. I really like the idea of doing that! ☺
Chapters 11 and 12 adn Appendix A:
ReplyDeleteResearch findings, no matter who they’ve been done by, all seem to share many of the same commonalities. The overwhelming themes that stand out most to me are that students need to write every day, writing is a process, the best writers are often the best readers, and writers need to focus on their content before their form in order to achieve writing of the highest quality. These seem so obvious to me as I write them down, “no brainers” actually. Yet, if they’re that obvious, then why are the majority of our students doing so poorly at writing? Why has their love of writing disappeared? I guess I need to back up and get back to the basics.
I can be part of ongoing professional development in my building by simply speaking up. I tend to be an observer much of the time…quiet and somewhat shy…especially when speaking with my colleagues. My personality is generally laid back and easy going. Rather than speak up and make my thoughts, ideas, and/or opinions known it is often much easier (and more comfortable!) to simply just “go with the flow”. I am going to discuss Regie’s book with my grade level team and what I’ve gleaned from it as my first goal.
“Teaching to the test” seems to have, unfortunately, taken over much of what and how we (I) teach. It’s all about “the test” and doing well on “the test”, and how can we do even better on “the test”. I appreciated seeing Regie’s characteristics of high performing schools laid out in one area. It was easy to refer to and think about what I, my school, and district are currently doing well, and areas that need improvement. I also liked the “secrets of good writers” and I plan to share this list with my class.
It was almost a relief to have Regie say, in black and white, that we need to be “picky” about how we spend our time. There are times I feel guilty for not taking that stack of papers home over the weekend…but no more! My new “mantra” will be to ask myself if “this” is the best use of my time….and if I can’t say that it is, then it’s probably not something I need to be doing right now. My children are only going to be young once…and I should not feel guilty about setting aside a stack of papers to read to my kids! I will remember to “breathe” and take time to see the light!
Andrea, Mardy, and Sharon - I enjoyed reading your comments about this jammed packed section…
ReplyDeleteAndrea – It definitely sounds as though you teaching in an environment that values teachers and their professional development. I also think it’s awesome that you appear to take a leadership role in this endeavor! I think it is important as professional teachers to understand the research behind best practices (in the same way we would expect our doctors to be aware of best practices and new discoveries in their field)!!! In your last paragraph which reviewed chapter 12, you mentioned Regie’s strategies for reducing the paper load as well as teacher stress…why is it that so many teachers are afraid to make this leap??? I find this to be one of my biggest road blocks in my “coaching” position.
Mardy – If you have even just one colleague that will step up with you and support you as you try to advocate for change in literacy instruction…I say “go for it!!!” You can start small…it can be a volunteer only PLC that take a look at just a small piece of the instruction happening. I think it would be a great idea to take a field trip with a colleague or two across the I-5 bridge that you mentioned and take a look in person as to what is helping things to work so effectively in that district (it wouldn’t hurt to try and get an administrator involved!). Unfortunately, across the country, test scores are burdening teachers AND curriculum to the point of completely destroying the education system (this is my belief lately anyway)…and I think it’s getting close to a breaking point. I’m not sure how much harder (although they can still work smarter –but are afraid to…) they can all possibly work. It’s all about the data collection…and too often this data never gets past the “collecting” and “charting” to where it actually is used to move learning forward. All we can do is to continue to do what we belief is right to the best of our abilities and limitations placed upon us.
Sharon – I’m glad that you are getting ready to take on a bigger “voice” in your building. I think that starting with a grade level book club is a perfect idea. I think we all need to post a sign on the doors in our classroom (and maybe even in our houses ) that say : we need to be “picky” about how we spend our time ….and if I can’t say that it is, then it’s probably not something I need to be doing right now. “ I came home from work at 7:00 on Friday and said to my husband that I just can’t do this anymore. I also need to become more effective and better at prioritizing!!!
CH 11
ReplyDeleteResearch in education is something that I find veteran teachers have the most difficulty accepting. As a relatively new teacher, whenever I bring up what research supports, I get huge resistance.
My understanding of what research shows consistently is the following:
1) Students need to write every day for a variety of purposes.
2) A strong literacy program will greatly impact writing instruction.
3) Students support what they help create.
4) A community of writers increases enjoyment of the process
5) Teachers play a much larger role in the enjoyment and engagement process for students. Student need t make genuine positive connections with their teachers.
6) I need to be comfortable with writing.
7) Conferencing is important.
8) Writing is a process.
9) Choice, purpose, and audience is essential when instructing writing.
10) Recognition of writing being more than a single subject, it is across contexts and subjects, it is a way of communication.
11) Writing is language based, and not separated from reading.
I think keeping all these things in mind is what makes an effective teacher. It all goes back to the Optimal Learning Model. In order for me to be an effective teacher, I have to put in a real genuine effort in participating in the learning process along side my students.
PPS has created its own writing program that is often thought of as ridged. My school is part of the Oregon Writing Program, and since going full time last week, I am finally able to participate in the trainings! I am looking forward to sharing this class with my colleagues.
CH 12
For me, it is difficult to put the responsibility back on the students. They are struggling so much, and really need my guidance. There is potential solution to this, more push-in support. However, this is a scheduling issue that will take time to resolve. I do agree, wholeheartedly that the paper load is ridiculous.
In order to focus more on real instruction, I am going to have to look long and hard at my lessons in general. I need students to spend more time genuinely writing, compared to daily worksheet tasks.
My concern is that there is so much that has to be crammed into writing, especially for 3rd grade, since it is the first time students in Oregon take the writing assessment. There are so many individual parts that must be taught to students, and I think as teachers, we get nervous about giving students that freedom to really practice. Sometimes I think I have to fill every moment “actively” teaching, when if I just changed my perspective I would realize that letting them actually proactive what I have taught them will increase their confidence and overall ability.
CH 11
ReplyDeleteResearch in education is something that I find veteran teachers have the most difficulty accepting. As a relatively new teacher, whenever I bring up what research supports, I get huge resistance.
My understanding of what research shows consistently is the following:
1) Students need to write every day for a variety of purposes.
2) A strong literacy program will greatly impact writing instruction.
3) Students support what they help create.
4) A community of writers increases enjoyment of the process
5) Teachers play a much larger role in the enjoyment and engagement process for students. Student need t make genuine positive connections with their teachers.
6) I need to be comfortable with writing.
7) Conferencing is important.
8) Writing is a process.
9) Choice, purpose, and audience is essential when instructing writing.
10) Recognition of writing being more than a single subject, it is across contexts and subjects, it is a way of communication.
11) Writing is language based, and not separated from reading.
I think keeping all these things in mind is what makes an effective teacher. It all goes back to the Optimal Learning Model. In order for me to be an effective teacher, I have to put in a real genuine effort in participating in the learning process along side my students.
PPS has created its own writing program that is often thought of as ridged. My school is part of the Oregon Writing Program, and since going full time last week, I am finally able to participate in the trainings! I am looking forward to sharing this class with my colleagues.
CH 12
ReplyDeleteFor me, it is difficult to put the responsibility back on the students. They are struggling so much, and really need my guidance. There is potential solution to this, more push-in support. However, this is a scheduling issue that will take time to resolve. I do agree, wholeheartedly that the paper load is ridiculous.
In order to focus more on real instruction, I am going to have to look long and hard at my lessons in general. I need students to spend more time genuinely writing, compared to daily worksheet tasks.
My concern is that there is so much that has to be crammed into writing, especially for 3rd grade, since it is the first time students in Oregon take the writing assessment. There are so many individual parts that must be taught to students, and I think as teachers, we get nervous about giving students that freedom to really practice. Sometimes I think I have to fill every moment “actively” teaching, when if I just changed my perspective I would realize that letting them actually proactive what I have taught them will increase their confidence and overall ability.
Amy - thanks for your thoughtful reflection on this section – Isn’t it funny that many teachers do have difficulty accepting and really valuing researched best practices. You find yourself feeling a little silly quoting research that supports your thinking. I think veteran teachers in particular have the feeling of “been there…done that” and are just used to seeing the pendulum swinging in our educational field….and therefore, don’t hold much weight on the current research. Your training with the Oregon Writing Project sounds exciting….good luck. I think that if you can give your children the confidence in writing (which will come with instruction using OLM), time to practice, and build their stamina…they will succeed better on an writing assessment without the use of worksheets!!!
ReplyDelete