Nudging students toward self-assessment and goal-setting leads to students' increased understanding of what they are working on and why they're working on it. That intentionality is a critical aspect of learning!
Students are our north stars. When we get to know students (academically and beyond), we can more clearly see and honor who they are and what they know. Appreciative inquiry enables us to capitalize on the abundant assets already present.
I believe we might understand student experience is by looking at student composition with asset-based eyes, first to recognize students as whole children and secondly to determine flexible writing goals.
My litmus test for the work we do in the classroom pivots on an understanding that collecting one's own ideas and practicing ways to communicate them will serve students outside classroom walls. And it is with that framing in mind - with children reflecting on their journeys, in carefully selecting the language I use, and in sharing feedback on growth as opposed to the final alone- that I hope to continually communicate the importance of process over product.
How can I make progress pathways for young writers working from anywhere clearer for them? Inviting students into the evaluation process is helpful, and my hope is that one of these ideas will inspire you.
Maya Angelou reminds me that when I know better, I can do better. The more I know about how, where, and why a student is functioning, the better I can teach that student.
There's no question it is challenging to get to know writers deeply via Zoom. And yet. . . something is working, because all of my remote kindergartners are writing. They are all making books. And while I might not have an hour each day to be side by side with them in the classroom, there is no question I am finding ways to get to know what kind of writers they are and what they need.
Interval training has added movement and fun to the classrooms I've seen try it out. Everyone appreciates a change of pace, and sometimes, this is a great way to add that change up into the classroom repertoire.
Instead of an on-demand writing assessment early on in kindergarten this year, I drafted a Writing and Drawing Observation. This is an informal observation of children drawing and writing during their writing workshop time. Observing young children and keeping anecdotal records of their behaviors is a time-tested tradition in early childhood education.
Sarah Zerwin is workshop to her core, and she has found ways to ensure that her assessment practices are not sending conflicting messages to kids. Point-Less will challenge readers to reflect and inspire them to advocate for change.
Even if you were somebody who enjoyed your teachers' written comments or corrections on your papers, there are some solid reasons to consider not writing on your students' work.
Welcome to the next stop on Melanie Meehan's Every Child Can Write blog tour! Today's focus is on Chapter 8, which has excellent ideas for educators when it comes to teaching striving writers about spelling and conventions. Be sure to comment on this post for a chance to win your own copy of Every Child Can Write! (You are going to want a copy of this book ASAP! It is THAT good!)