If you're trying to teach kids how to write...

[Shane Watson]

Shane Watson

NNWP 2011 Summer Institute

Ning Discussion #2

 

Frank, Marjorie. (2008). If you're trying to teach kids how to write you've gotta have this book. Incentive                 Publications. Nashville, TN.

 

Summary:

 

This particular book was recommended to me by my principal at the Montessori school, so I gave it a chance mainly because my boss has never really steered me wrong with any text recommendations.  Frank writes in a unique style very reminiscent to that of our very own ISI presentation packets, in which a variety of information is presented with practical applications for a variety of classroom and writing environments.  "If you're trying to teach kids how to write…" focuses on the teacher's perspective on how writing should be taught, followed by the writing process, and how to assess student work.  Many of the lessons and suggestion posed in this text introduces new and sometimes "unconventional" ways to teach writing in your classroom.  One example of the unconventional style is related to a lesson on using graffiti as a form of writing, which is just another way to use different forms of medium to allow students to creatively writing.

 

One section that stood out to me was on assessing writing in the classroom and what the role of the teacher should be during this process.  Assessment needs to start before the student turns in the final finished product of their writing.  The role of the teacher needs to be active during the writing process of the student offering encouragement and responding to any necessary questions.  Observations during the being process allows the teacher to adjust their instruction to meet the needs of the students.  It is forgotten sometimes, but observations are an important part of assessment and at the Montessori school, it is considered our primary assessment.  Using observation as an assessment at the Montessori school led me to my questions for this book.

 

Questions:

1. Can observation be the primary assessment used in a non-traditional classroom environment?

2. How can peer editing groups use observation of each other to help during the editing and revision process?

[Lucy Elise Peters]

Shane,

 

I use observation in my Foods classrooms to assess understanding when students are working in their lab kitchens.  I hope to integrate it better in the writing process I am trying to engage my Culinary students in.  I want to use peer review groups better to assess the recipes when we get to that part of the process.  Right now, we are engaging in exploration of the parts of the recipes, what they mean, etc. as I get more together to eventually write this student created cookbook.  I envision them being able to edit each other's recipes or cookbook entries to take ownership of the project.  The whole thing is an observation and experiment in process writing.  :) --Lucy

[Laurel Topken]

Shane,

I like the idea of using observation to assess the writing process and altering the lessons as the students need them.  I just find I have a difficult time making that fit time wise in my classes.  I guess that when I give them a task to do and I watch them execute it, that would be observational assessment.   But how do you put a grade on the assignment?  This is probably my biggest problem with assessment in general.

 

Your second question about peers using observation is more difficult to envision.  However, that may just be what the peer review session actually comes down to.  The peers are observing the writer's reactions when another student is reading their paper or when someone is discussing the paper.  These reactions are ques for the peers to tailor their discussions.

 

Laurel