Sitting on the floor of a primary classroom, watching Debbie Miller lead a reading workshop, I am reminded of the importance of a student-led classroom. It all comes down to either embracing the thinking and work of students or embracing standardized test prep. It’s either empowering students or it’s empowering the test. I am renewed in my soul to embrace the imperfect work of students.
It is through teaching kids to think, comprehend, and write in a workshop environment that will lead to success on a standardized test. My proof?
As Debbie reminded us, if kids are becoming stronger thinkers and stronger readers and stronger writers, then they will (by default) be strong test takers. In my years of research, the best way I’ve found to become a stronger reader and writer is to learn according to a workshop philosophy.
Edited:I’m continuing to wrestle with the idea of an all or none deal when it comes to teaching according to student needs versus preparing students for a standardized tests. I’ve always spoken to the balance of these in our classrooms, but I’m wondering if that is really the best. Ought our time be spent in helping students become stronger readers, writers, and thinkers. This is the single-best-way to help them succeed on a test.
It’s a good thing to wrestle with these kinds of questions. I can feel my thinking change. This helps me determine what I believe and ultimately makes me a better educator. It’s okay for thinking to change, in fact, it’s preferable.
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I struggle with this, too. My students are with me because they need to pass the GED exam, but I don’t like teaching to tests, and want to teach them in ways that will help them take on challenges beyond the GED. My students, of course, are entirely focused on the test, and hold up everything I bring into class to the scrutiny of “is this on the test?” I go around and around on this one all the time.
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Debbie would say, “I used to think this…. but now I am thinking this….”
Remember when she said, “If we develop readers and thinkers, the testing will take care of itself”
I used to think there was a balance, but now I am thinking that it sounds more rational to think that she is right. I also think how much more my kids will love reading for a lifetime. OHHHHH two benefits for one belief! I like this…
I had so much fun!!!!
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Oh, please tell me you have read To Understand by Ellin Keene!! If not you must!! I strongly believe that if we are preparing our students to be thinker and doers, then we are creating test takers. I have really approached this year with this in mind. I refuse to do test prep from March until the test in mid April. Instead through Calkins, and Bomer and a book I finished a few months ago Test Talk, I have balanced the way it looks. I love it! I don’t think I am “teaching to the test.” I feel I am teaching thinkers. Off my soap box…sorry this is something I am very passionate about!
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I too, struggle with the whole test prep issue. I just re-read Chapter 15 in Strategies that Work, by Stephanie Harvey and Anne Goudvis. If we spend the majority of the year in a workshop setting, teaching students to THINK as they read and write, then we are doing our job. We can spend 15 minutes a few days a week, a few weeks before testing, to teach test reading as a genre. Revisiting this chapter may be worth our while at this time of the school year!
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Oh, Ruth! So lucky to be able to watch Debbie in action. I have been in at a conference with her; led a book study on Reading With Meaning; and loved Teaching With Intention– I can only imagine sitting on the floor and watching her teach. Reading with Meaning was foundational for me.
I teach a testing grade (third grade) in my state. My compromise is that I do not monitor progress through mock tests– those we use to learn to think like Test MAKERS. It is an empowering process. I use authentic reading and writing to assess.
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