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.”
• 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.”
Assignment 8:
ReplyDeleteThoughts:
Words are effective and powerful. We call the use of vivid language “author’s craft” in our targets and we stress how words create mood, tone, character, and engage the reader actively. I agree with Regie that it’s the words that intrigue us as readers, but the reality is, that grammatical errors and sentence structure or lack thereof get in our way of enjoying a piece of writing. That is why I focus on sentence fluency in writing and assessing the kids for grammar/punctuation as the two do go hand in hand and that at the writing level in which my kids have to produce their material and pass the State Writing Test, I do have to make sure that structurally they are sound writers. I am not sure how that fits Regie’s ideas overall, but kids do need to be able to write clearly and concisely to a prompt as a means to graduate high school.
We write in a progressive fashion and add details and analysis as the year progresses and score on the continuum in grade 9, but our ultimate goal is to put the pieces in place and to assess strengths and weaknesses in order to ensure success in later years. I think I spoke about rubrics/targets earlier as this chapter really made sense to me.
Formative assessment is a priority in our school district and that constant check keeps everyone on track.
One of the things I noticed and took note of as I reread this chapter is that parents/students need to know what the criteria is for each assignment. Clear directions for each assignment is critical for a student’s success. I am trying to get better at giving clear directions and expectations. If the kids know clearly what the assignment and expectations are, then they have a much better chance of being successful.
Our department is good at meeting periodically and collaborating on assessments. We moderate which means we each bring high/med/low work samples and blind grade them to make sure all of us are on the same page as far as grading is concerned. I do try to make all writing relevant. Our kids have amazing stories and they are waiting to be told. I try to connect what we are reading/exploring in class to their world and daily lives.
Part 2: (Sorry. I "talk" too much. I love learning and sharing!)
ReplyDeleteSometimes it is a stretch but I try to do it regularly. I am constantly seeking upper level teachers to find out what kids need skill-wise for their high school years and work those into my lesson plans. I will model more writing for the kids. As class sizes increase to the 45 expected next year in our district, any help I can glean concerning making every moment count from Regie’s words or any other experienced teachers is most welcome. I am thinking about using parent volunteers and any help in that regard would be appreciated also.
Right now, we are working on writing across the curriculum and teaching our other teachers how to assess writing and to use the same criteria and language when writing so kids get as much practice writing and seeing strong writing as they can. It can only help to improve student work across the board. Using prompts that are relevant will make a huge difference. I love that I am not alone in asking for and expecting good handwriting. I will say that there are times when a kid puts something under the ELMO and tries to read it and stops and laughs as he/she cannot read his/her own words….lesson received without me coming down on them! ☺ I also agree that shorter assignments are more productive and easier to assess and give feedback. We actually have determined that 9th graders aren’t ready for that old fashioned 5 paragraph essay yet. We find we get more success by smaller assignments as they get to practice the postitives and make changes if necessary and not write endlessly and reinforce bad habits. I hope that makes sense. I am not a believer in busy work nor in doing something for the sake of doing it. I don’t assign much homework but when I do, I expect to get it back on time and completed, and I am always encouraged when kids see that the work I ask them to do is relevant and useful in achieving their writing goals and not something I give them “just because”.
Reading chapter 11 affirmed my belief that we need to focus on giving teachers more examples of excellent teaching, rather than models or formulas, if we expect any kind of significant change to occur in our schools. I was extremely frustrated in my last school because there was a lack of attention to professional development or discussion. Our school was rated excellent by the state, and I think we were falsely secure in thinking that our rating meant we had no room for improvement. I often regret that I did not do more to inspire change within my school; I knew we could do a better job with literacy instruction but I lacked the data to support my feelings of unrest and so I followed along. I think the key research findings that Regie put in this chapter are a great start, and should be encouragement to all of us to continue to read professionally and seek out research that supports our professional common sense.
ReplyDeleteChange can start small, if there are dedicated teachers who are committed to making change happen in their buildings. I would have eagerly participated in a professional discussion group, and if fact I do now with my book club being made up of current and past teachers. I always leave our meetings feeling charged up and ready to tackle issues in education. I wonder what would happen if these discussions took place at school...I suspect positive change could begin. I think Regie is right on when she remarked that just going to one conference or having one in-service on writing instruction is not enough. We are professionals who need to be engaged in dialogue on a regular basis. The list of practices of effective teachers and characteristics of high-performing schools would be a great place to start the discussion among teachers.
When I was in the classroom, before I had children, I was the teacher that came at least an hour early and stayed late. All those hours did not make me into a better teacher, and I know look back and think to myself, “What was I doing with my time?” I suppose I felt that I needed to commit myself in this way to be respected, as I was the youngest teacher in my school at the time. I really wish a fellow teacher would have taken me aside and encouraged me to do more professional reading to help mold me into a more effective teacher. I have learned so much more about excellent teaching practices since I left the classroom, all through reading and taking courses. I truly wish I would have spent my time more wisely, and slept a little more too!
Cont'd
ReplyDeleteOne of the best pieces of wisdom I have gained from this class, as well as other sources, is to make sure that we as teachers are constantly asking ourselves whether or not the activity we are about to put forward for students will help students reach their highest learning potential. Having a clear understanding of what we want students to be able to do when they leave our classroom will help guide our daily activities. Keeping this in mind, I would surely be swapping out many of the paper/pencil writing activities I shared with students in favor of more shared writing/reading experiences if I were in the classroom today. I know that when (if?) I return to the classroom, I will do things differently, first because I have a family who needs me and second because I know better!
I wanted to briefly comment on the writing survey in appendix A. I wish I would have followed the advice in chapter 1 and looked at the survey before reading the entire book… I’ve learned too much now for it to be accurate! This book has been so enlightening that some of the items on the survey are so obviously true or false. Still, because of the way I learned how to write in school, and the way I taught writing, some other items are not as clear to me. That is where professional discussion can be so helpful- it allows you to think out loud, clarify your beliefs, and learn from others. I would love the chance to give the survey to the teachers at my former school. I think it would start a great conversation about teaching writing and motivate the school to work towards common writing goals.
Assignment 8
ReplyDeleteI found chapter 11 to be inspirational. The reading challenges us to take the lead in our schools because, “It’s a fact that teachers who employ meaning-centered approaches get results and test scores that are significantly higher than teachers who employ a more traditional, skills-based techniques.” Also, “The best teachers are not followers and have an independent spirit.” This rings true and it applies across the curriculum. For example, I feel more comfortable teaching math and I regularly go beyond the district materials to challenge my class. I feel less confident in writing instruction but the message Routman sends makes sense. I am anxious to share with at least my grade level partner and I have urged her to take this course so we can implement change to our writing instruction. Some of the tenets posited by the author stand out for me. First, teach reading and writing together. I want to speak to the person who creates the schedules for our school, in order to secure a large chunk of uninterrupted time (in the morning!) for reading/writing. Another research finding that I really value is that, “ Students need to write everyday for varied purposes and audiences.” Also, we need to foster a community of writers who share and help each other. This makes for a more enjoyable writing environment. Perhaps most importantly, “Students who bond with their teachers learn more easily and take more risks.” We need to care about kids
I feel empowered after having read, “Make Every Minute Count.” Sometimes I feel buried by the correcting I need to do and the work I am correcting does not really pass the litmus test of, “Is what we are doing helping my students to become more joyful and accomplished readers, writers, and thinkers?” Sometimes yes, sometimes maybe not. With this as my lens, I feel I can make better decisions and maximize opportunities to learn. Routman shares important timesavers. Some of my favorites are: “Teach students to revise and edit as they go” (lot of coaching needed in my class), “Limit prompts that have no real audience” (confession: my kids don’t always write with audience in mind…teaching time!), and “Use parents as editors” (of course!). Routman also offers her best advice. All of her advice is golden but one that I really like is, “Stop when the energy is high.” This way kids won’t feel burn out and associate it with writing or lose interest.
I am grateful for the inclusion of: five day lesson plans. The format is clear and I like that she includes the optimal learning model. I also love that she walks you through the lesson framework with specific examples in her dialogue with the class. The teaching tips a great too. I like the revision suggestions: lasso text, skip lines to allow space for changes (I suggest this one…sometimes after they’ve begun single spaced text!...oops) and tape on extra paper (what a concept!). I also love the suggestion of using a different colored pencil each time you reread and revise so we see the progression of change. I definitely want to implement these lesson plans. I just wish I had read the book at the beginning of the school year! Well, I will be more prepared for next year’s students!
Essentials of Writing: Assignment 8
ReplyDeleteJenny Lucas
Reflection of Sections 4 and 5
In Section 4 of Writing Essentials, Regie includes a heading that states “Advocate for Saner Teaching and Assessment Practices”. I think this statement sums up the whole section and it’s a sentiment that I can really get behind. Avoiding the lure of canned programs and assessing isolated skills may be hard for some school leaders, but it’s important to remember that these practices do not lead to better writers. I feel fortunate to be working in a district that embraces building teacher efficacy. The leadership in my district trusts that teachers are able to research best practices and make good instructional decisions. They provide a lot of support to teachers through staff development and coaching. We are not required to teach from any programs. Embracing a balanced literacy approach, we use a workshop model for reading, writing, and math instruction. In this approach, the teacher employs the gradual release of responsibility by modeling for students, working with or beside students and providing lots of time for independent practice. As teachers are modeling authentic writing, so too are students producing authentic writing. Because of this, our assessment system is also authentic. We collect writing samples three times per year and score them on a 6 trait scoring guide. This gives teachers information about how their students are using the writing process and how well they manage the traits. It also gives them valuable instructional information. Our teachers monitor ongoing progress by conferring with students regularly and providing on the spot feed back to individuals in order to nudge them forward in their writing. It has been comforting, as I read this book, to know that we are on the right track with writing instruction and assessment according to Regie.
Section 5 provides a wonderful resource for teachers. I will certainly be sharing this section with the teachers I work with. One of the challenges to our approach is that, while we have state standards to guide us, designing quality lessons rests on the teachers’ shoulders. The more resources I can identify for teachers, the better. I love that all of Regie’s lessons include the gradual release of responsibility. This ensures that students’ needs will be addressed throughout the lesson. While being responsible for designing lessons has its challenges, one of the benefits is that it can be elegantly simple. If teachers use the workshop model, they have an effective framework in which to teach and the kids have a predictable routine to follow. That can be half the battle in teaching! Also, if teachers are modeling through their own writing or using mentor texts to examine writing, the only prep involved is either knowing what you are going to model or knowing what book you will use. That may take a lot of deep thinking, but not a lot of time spent at the copy machine. If students are producing their own writing, there are no pesky worksheets to correct. Ongoing conferences provide quick and easy assessment opportunities and immediate feedback to students. There are no papers to take home and read. I love that combination: well thought out, but elegant and simple!
Megan Kilgore-Assignment 8
ReplyDeleteThe activities I choose for my students need to be engaging and useful and not just time fillers. Just because a reading curriculum has worksheets or workbooks, this does not mean that I have to have students complete every page. After reading chapters eight and nine, I began formulate a plan for next year in regards to how I use my curriculum. As mentioned by Regie, reducing the paper load I expect my students to complete should help them find the other tasks I ask them to do more fun. My goal is not to assess whether or not they can complete a worksheet but rather how my students use the skills they are learning. No longer will I have a separate grammar, separate writing or separate reading time. Everything will be taught together through engaging and meaningful lessons. I may have more-shorter writing pieces, but I do not have to take each piece to its final stage.
Another part of chapter 8 that I found useful was when Regie mentioned providing parents with a newsletter about what their child is doing with writing and how they can support their child’s writing at home. I plan to go over my writing expectations for both students and parents at my parent open house. My principal has giving me permission to have such an open house instead of the traditional open house where students come in and show their parents around. If I can get parents on board with my change in teaching strategies and assessment, then the easier it will be for them to understand the stage of their child’s writing and how to support their continued improvement.
Hi Everyone!
ReplyDeleteHope you are all doing well.
Mary, I wish teacher preparation programs would spend more time on formative and summative assessments! I don’t think I even knew what the difference was between the two when I finished grad school and started teaching. The importance of clear directions and expectations for students’ success is vital! We don’t want to trick them or have them guess what we want them to do or know. And having the expectations and requirements available to parents/guardians allows families to be connected to what’s happening at school and support their children’s academic growth. I am a huge believe in having grades, teams, departments meet regularly to share student work and make sure everyone is on the same page. Also, as you said, checking in with the upper grades every now and then to see what skills they would like the students to have when they come to their classes is another valuable use of time. It saves time to make time for conversations with other grade levels regarding content to ensure that everyone isn’t covering the same topics every year. When we have the big picture of the curriculum across the grades it becomes apparent where some topics can be dropped so the holes in the curriculum can be filled with content we never seem to get to. Great example of students who share on the document camera and aren’t able to read their writing. :D Love when we don’t even have to say a work but the point gets across!
Hello Amy! YES! More examples of excellent teaching and less scripted programs! My first principal had many faults (as we all do) but the three things that I really appreciate he did were 1: He told me in the beginning of my first year NOT to join any committees or groups so that I could focus my time and energy on learning my craft and the curriculum. (Have you noticed how some veteran teachers have the attitude they did their time and now it’s the new teachers turn to do _____???? Or there is pressure put on new teachers to join this and this and this???) 2: He gave me a class of only 16 students and the other teachers had larger classes. (The other teachers were fine with this!) This also helped me get my head wrapped around teaching. 3: He had an absolute philosophy of family first, which to this day I believe in and follow. We’re so glad you have found the text enlightening also! Jackie and I really, really like the way Regie approaches literacy AND teaching!
Hey Don! WOW! We also think Regie is an amazing inspiration, in fact if you are up on The Sisters (The Daily Five and The CAFÉ system,) Regie is one of their inspirations as well. We really appreciate when students in our classes recommend our courses to other teachers. So thank you! YEAH!!!! Yes, great idea to talk to the scheduler now to see if you can get the schedule changed for next year so you have more time for reading and writing!
ReplyDeleteHi Jenny!
You are so lucky to work in a district that trusts and supports it’s teachers! We’re glad that you have found the resources useful and hope your teachers do as well. We agree, less papers going home and more authentic work in the classroom.
Hello Megan,
Great point, if teachers are required to use reading programs, then pick and choose the best it has to offer! :D Your plans for next year sound great, good luck at your open house, I bet your parents will like the format.
Hi,
ReplyDeleteI just wanted to say that I have enjoyed the class immensely and I completely agree with you that we need to be transparent with goals and the reasons behind the assignments we give. Kids should not have to "guess" what the teacher is looking for or wants. When this is done, everyone is on the same page and kids, I believe, feel more comfortable discussing weaknesses and strengths and NEVER come back to me and say , but "I didn't know" what you wanted. :) I LOVE IT! Take care!
Thanks Mary! :D
ReplyDelete