Category Archives: Conferring

3+ Ways to Help Writers Recognize and Celebrate Their Growth

The challenge?

I’ve always enjoyed our end-of-the-semester portfolio in College Prep Senior English. It’s where students typically celebrate their growth as writers. However, with a This-Is-the-Winter-That-Never-Ends leading to loss of instructional days compounded by fewer days for seniors in the spring, my colleague and I knew we couldn’t maintain the portfolio in its current form.

The solution?

So, we opted for celebration days for our writers to reflect on their writing journeys this semester. Their reflections will address the four key concepts of our course: process, purpose, audience, and collaboration. Inspired by Jennifer Serravallo’s The Writing Strategies Book and a few ideas of our own (sometimes constraints really do elicit creative problem solving!), we selected three ways to celebrate our writers, spread out over the last three classes. Each selection involves preparation and presentation (process and product, right?!).

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This chart contains the nutshell version of each day. On day 3, we’ll use FutureMe to have them craft their emails to their future selves. 

How will the celebrations go? Why will this matter, right now, in May?

Oh, I think that the students will benefit from feedback from an intended audience; I think they’ll laugh while they toast their pieces; I think making their process visible (as Shana discussed in Artifacts of Our Learning) will reinforce their learning; I think–given some of the relationships built in the classroom–that they’ll enjoy leaving their fellow collaborators love notes; I think that reflection at this threshold moment could help my seniors grasp the significance of their learning journey.

Why will this matter . . . in August?

I’m looking forward to this. Mostly. I’m also looking beyond it, thanks to Nathan. 

Through conferring with Nathan over the last two weeks, I realized that celebration–feeling happy about an occasion and engaging in fun related to it–is not enough. Nathan reminded me that my students also need recurrent recognition–admiration and respect for accomplishments. Yes, I recognize and celebrate strengths in student writing regularly via written feedback. Yes, I do recognize and celebrate application and growth while conferring. But not as consistently as I should. And, I’m certainly not doing a good job of prioritizing recognition and celebration as a whole class community of writers. If I recognized and celebrated successes more, would Nathan have said to me (while working on his final writing for the term), “Can you help me with this so I can produce the kind of writing you’re looking for?” Instead of the kind of good writing needed for the situation, he was still aiming to produce writing to please his teacher. What if I had shown greater recognition–with him while conferring–of progress before this moment? Would our impending celebration matter more? Yep. 

Through the rest of my conferences with Nathan, I tried to shift the conversation toward his audience. I pulled in mentor texts. I modeled some revisions I would make to voice and imagery. And over the next several days and a few conferences later, his piece began to transform, leading to this: “You know, Nathan, I think this has the possibility of being your best piece all year if you keep working at it.” I’m sure you might guess what I’m celebrating here: yes, Nathan sat up straighter, smiled wider, and, ultimately, revised more. He began really crafting. Later he reflected, “It’s like with the other pieces we really had to learn the basics. And this is getting into what really matters.” His words show his own recognition–his understanding and respect–for how his skills built in the course. There’s something to celebrate! And the genesis of this larger realization might be that small moment, that moment of affirmation.

Big celebrations are important. But life is made in the small moments. And, next year I want to consistently recognize and celebrate the good times (anyone else flashback to ’80’s weddings?)–big and small, in big and small ways.  

Next year I will . . . try to have students share lines from their notebooks more. I’ll probably need to schedule it!

Next year I will . . . try to make their successes visible. Maybe I’ll try Penny Kittle’s and Kelly Gallagher’s Beautiful Words Google Doc idea.

Next year I will . . . have my students reflect on and admire moments of growth during the celebrations portion of our weekly class meeting.

Next year I will . . .

It’ll be a dedication to celebration to last throughout the year (my apologies to Kool & the Gang.).

Kristin Jeschke’s life was made in the not-so-small moments of her children’s births. Happy Mother’s Day to mothers of all kinds, everywhere!  She also needs someone to get married soon so she can dance with her mom and her aunties to Kool & the Gang’s “Celebration.” Follow Kristin on Twitter @kajeschke. 

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Guest Post – Chronicles in Conferring

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I was so excited when Charles Moore asked me to write a guest post for The Three Teachers Talk community.  After meeting Amy Rasmussen and reading posts like Writing Heals. Writing Assignments Do Not and How to Confer Like a Ninja, I continue to learn solid strategies for engaging my students in authentic writing activities that matter to them.  I am an avid reader and writer; so, it is no surprise that my favorite part of this job is conversing with students about their own reading and writing lives!

In the past, my conversations with students tended to be informal and sporadic; I would only focus on the more traditional feedback like formatting, conventions, and organization. But, with no end-goal or clear means to measure if these conferences were improving my student’s abilities to really think like writers, I would often feel lost and underwhelmed.

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Luckily, I found some real direction after reading, Minds Made for Stories, by Thomas Newkirk and Writing with Mentors, by Rebekah O’Dell and Allison Marchetti.

Both books inspired me to weave together genuine writing advice with mentor texts the students could use as unique needs emerged during their writing journey.

I am so thrilled to share my experiences with other teachers because I love workshop now, and each day is a new opportunity to promote passion and purpose through writing. Charles Moore showcases some great resources for similar strategies in his post, Formative Assessment Works!!! 

A Look Inside My Classroom; Conferencing & Sharing Mentor Texts

Setting the Scene: Sarah, a music enthusiast, has been working on a song analysis essay for a few weeks and she started getting frustrated with her lack of progress. I met with her on several occasions, narrowing her choices in artists and songs, until she had a solid

2plan for her draft. Suddenly, she felt like “it just wasn’t going anywhere,” and she was ready to abandon the project entirely. I think we’ve all seen this before; it was a classic case of “I know what I want to say, but I don’t know how to say it.” She was also suffering from the mind-numbing effects of having more material than she could manage. What to do?

The Intervention: In response to Sarah’s crises and hearing similar angst from other students, I decided to have them all conduct a peer-to-peer conferencing activity. Students would read each other’s drafts and provided feedback that both praises the connections made and presses the writer to stretch a little more.

The Sharing Magic: Sarah decided to exchange her draft with another student who is really into writing poetry and has published several poems during Workshop this year. The two writers discuss, and Sarah is immediately rejuvenated by her partner’s comments and recommendations.  Her partner suggests that she use lines from the songs she has analyzed to write her own epic poem.

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My Teachable Moment: As she is emphatically exclaiming her eureka moment, I turn to the bookshelf behind me and grab an annotated translation of Dante’s Inferno. I hand her the book, explaining how Dante created elaborate allusions in his poem that are illuminated by the translator’s detailed footnotes.

I never get tired of having moments like this with my students! Sarah now had a mentor text to help guide her through the treacherous depths of poetry composition and analysis.

The next day I brought her a copy of  Your Own, Sylvia by Stephanie Hemphill.  A portrait of the poet’s life told in a collection of verse. Each poem includes insightful footnotes that Sarah could use as a model for her own writing.

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The Final Act: I was so happy to see a copy of Dante’s Inferno and Your Own, Sylvia on the desk of a student who had spent the entire first semester fighting me to read anything other than mystery novels. Not only is she growing as a writer, she is also growing as a reader. Funny how it works like that.

 

 

 

 

Jenna Zucha teaches English II Pre-AP at Clear Springs High school. She is currently reading Trevor Noah’s Born a Crime and is looking forward to spending more time with her dog, Scout, and devouring her summer reading list! Follow her on twitter @MsZucha and There’s a Book for That

Artifacts of Our Learning: A Classroom Museum

One of the things I love most about learning is how dynamic it is–how sometimes there is tangible evidence of growth in thinking, but how (many) other times it’s invisible to our eyes and others’ when we’ve learned a lesson well.

It’s an art, in my opinion, to try to represent our thinking to others–through talk, images, poems, music, or any genre. That’s why in the past, so many of my final projects with students have been multigenre–it’s much too hard to try to encompass learning in one simple genre.

This year, as I wondered how my students might share their learning with one another at the end of the year, I kept coming back to the concept of art. Any creative offering is an artifact of the artist’s mind in one particular time and place–what Picasso created in his early years is much different than his later works.

For a final assessment of our learning, I asked my students to think like artists whose works would be displayed in a museum, and to bring in something that represented their learning. To prepare, I asked them to look back at their early notebook writings and one-pagers to discover artifacts of their thinking about our readings, their writing, and their growth as teachers and thinkers over the semester, and to write a brief explanation of how their learning was represented.

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Our classroom was transformed into a museum that was a diverse, multigenre affair. We played music as we set up our artifacts and their explanation cards around the room.

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Once our artifacts were on display, students set out papers or their notebooks for peers to write on, and we each rotated around the displays and wrote notes to one another. There was lots of talk, writing, and laughter. It was a lovely, celebratory atmosphere.

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Students came into class with representations of their learning; they left with tangible artifacts of their peers’ feedback. Making learning visible has been a key theme of ours this semester, as a book by that same title was our central text study. In addition to a summative representation of learning, I hoped to get my students thinking about how to represent their thinking in a way that wasn’t literally getting it down on paper.

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I paired our end-of-year museum of learning with individual conferences with students about their final assignments and projects. These two activities–the visible representation of our learning, and our talk through it–were the things that helped me not only pop a grade into the gradebook for students, but end the semester on a high point, feeling connected to my students and optimistic about the future of our collective learning and growth…which, as is true for all artists, will never end.

What are you thinking of doing to wrap up your time with students? Please share your ideas for student reflections, self-assessments, or showcases in the comments!

Shana Karnes is wrapping up her semester with students at West Virginia University, finishing a yearlong C3WP workshop with the National Writing Project @WVU, and delightedly bidding adieu to the longest winter ever. She’s excited to start a summer of reading, reflecting, writing, and collaborating with her PLN…and spending time in the sun with her two lovely daughters! Connect with Shana on Twitter at @litreader.

The Trouble with Grading by Abigail Lund

I sit down at my desk. It’s the end of quarter 3 and it’s time for the dreaded report cards — the time where I average the homework grades, find missing assignments, and vigorously come up with something to say. My computer flickers on and my online gradebook comes to life. It happily tells me many students are receiving A’s and B’s and then, as if it is the Ghost of Christmas Past, the dreaded F appears. John Doe: English Language Arts Quarter 3: F. I stare blankly at the screen.

This very moment I had been dreading the whole quarter. What does this F tell me about John Doe? Does it say how much he’s improved in reading over the quarter? Does it say if he knows how to compare two texts or write an introduction to an opinion writing piece? More so, does it tell me about his cooperation with others and his big heart?


A year ago this is how I graded, this vicious, unnerving cycle of grading. Then I found Twitter. Twitter is a beautiful tool, and after a bit of digging I realized that there were other classrooms out there that were gradeless (an amazing Twitter community for all of this is Teachers Going Gradeless; @TG2chat). I wasn’t the only crazy person – so I took the plunge.  The past seven months of a gradeless classroom has changed my perspective and gives my John Does a fighting chance

Gradeless doesn’t mean a lack of assessment. It means giving students an opportunity for success through practice, voice, and self-reflection. A gradeless classroom is multi-faceted and is constantly changing.

In my experience, it offers students more practice, collaboration, observation, conferring, and gives more time to accomplish what I, as a teacher, was asking for previously. Gradeless classrooms take the pressure off of points and focuses on learning and growth (which happens for kids at different times). According to the Organization for Economic Cooperation and Development (OECD), researchers concluded that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance.” This very fact was the first step into my gradeless classroom. As teachers, our time is often consumed with grading endless amounts of homework in hopes that our kids will average a decent score at the end of the quarter, but with my gradeless classroom I spend my time on more things of value.

When I finally had this mind shift, I allowed for more student reflection on work, which has a positive affect, and I eliminated graded homework. Previously I spent a lot of time assessing students’ homework. When I decided to move to gradeless I moved more towards rubrics and conferencing, which naturally moved away from homework. Students reflect on the work they have done. Through reflection and rating of their understanding, I am able to confer with them more effectively during our conferencing and small group times – far more than homework ever did.

images.jpgBy ditching homework students have more opportunity for self-reflection and practice without the pressure of having every piece of their work graded. Students take more risks and ask more questions, because there isn’t the fear of failure. For example, student practice work and homework becomes less about getting the right answer and more about the exploration of the process. In the day to day students are meeting in small groups, reflecting on learning using rubrics, and analyzing strong mentor models.

Eventually, as the learning processes unfold, I formally measure students’ understanding through using my State’s standards: student exceeds standard, meets the standards, or does not meet the standard. This assessment occurs after students have had ample time to ask how they need to improve and what they need to learn. There isn’t a specific algorithm for when this assessment occurs, but by meeting with students weekly you will get a strong sense of what your students know and how you can push them towards meeting the standard.

When I started caring LESS about the percentage and MORE about my students learning, I began to let go of control. Gradeless means more attention to detail. As a teacher, I am able to observe student work and evaluate it with a greater purpose in mind. When evaluating, I use standards based grading, which is district initiative. This lends itself greatly to my gradeless classroom because it eventually assesses students on skills and not percentage based scales. Standards-based and gradeless are not synonymous but are blended very easily. If you are thinking about going gradeless, standards based is a route you may want to go, but there are other avenues as well.

This can also be done by creating standards-based rubrics and face-to-face conversations for assessment. It allows for my students to work through projects together to begin with, and after gaining confidence, they often being to soar through the second quarter. Through this gradual release, I am able to create lessons that are multi-faceted and allow students to know what I am expecting, the standards, and how to achieve them.

Some questions come to mind

What will my report cards say if my district isn’t like yours and has percentage based grading?

An encouraging word I was gradeless before my district moved this way. Unfortunately when it comes to report cards you will have to average your students’ work. However, this doesn’t have to be done in the traditional sense of a composite score of homework, assessments, and projects. This can be done with observation notes, through assessing what your students really DO know, and using your knowledge of your students to grade them fairly.

How do you keep track of your students’ progress?

In my classroom I have my students send their work via Google-classroom. This gives me a portfolio of work to draw from when I am assessing with our standards. My students are rated on a 1-4 scale (1: not progressing 2: progressing with guidance 3: grade-level achievement 4: achieving above grade-level). Also students rate themselves on their understanding weekly. I am able to pull from those examples to compile an understanding of where my students’ understanding is.

How did I explain this to my students’ parents?

For the most part my parents were very much on board when I decided to go gradeless, this was probably because we were also going to standards based grading scales, which was a district decision that they communicated to parents. I was very upfront at the beginning of the year, explaining the gradeless philosophy, and had a lot of support from my parents.  With a gradeless classroom I believe that I am talking more to my students than I ever did before, and this translates to home as well. Keeping an open conversation going about student progress keeps parents happy, whether it is concerning grades or not.

Going gradeless is an ever-changing, flexible way of teaching. This isn’t perfection but what in education is? My hope is that my classroom would be a place where students can explore, desire education, and create. My greatest desire is that my students would be known and their ideas & thoughts would be validated. The place I have chosen to start is to know my kids by name and not by a letter.

Abigail Lund teaches 4th grade ELA and math to her fabulous kiddos in Cincinnati. She loves coffee about as much as her husband and cat… and is a self-proclaimed lifetime learner. Catch up with daily happenings and ramblings on Twitter @mrsablund.

Growing Writers: Making Use of Student Mentors

My mentee Sarah, a new-to-the-district teacher in the midst of an intense co-teaching experience (where on an average day seven adults supported thirty students with an expanding continuum of needs), was filling me in on the narrative her students would be drafting. Support for students while drafting is critical. Sarah’s students would need questions answered, ideas suggested, and gentle encouragement: just-in-time support. Which is why I blurted out, “We should see if the AP Lit. kids will help!”.

Why AP Lit. kids? Why not?! By the time they reach AP Literature in our building, these students have completed two advanced English courses and a college level composition course (AP Language). Skilled, these students know what good writing looks like and how to produce it. But more than that, the AP Lit. kids could be–as Shana coined and Amy embellished on–living mentor texts.  

As living mentor texts, the AP Lit. kids’ stories differ from the current story of this particular classroom and the many stories of the students in it; the AP Lit. students are further along the learning journey. No one would be comparing the writing generated by Sarah’s students to these mentors, and there’s comfort–safety–in that. 

I did worry a little, though. While our AP Lit. students successfully provide feedback for writers in the advanced sophomore course, routinely mentoring them, I didn’t know how this would translate to a co-taught classroom. Would our living mentor texts help the sophomores optimize their skills and ultimately their stories as writers? 

Steps of the Experience

Before escorting the seniors to Sarah’s room, I briefed them on the parameters of the narrative writing assignment. After coaching the seniors to listen, paraphrase, question, ask to look at the writing, offer suggestions, and celebrate strengths, we headed to Sarah’s classroom. Following introductions, the seniors began moving about the room, neatly engaging the sophomores in conversation about their writing, inviting them to story-tell. Of course, my worry was needless. 

 

Reflections on the Outcome

Sarah certainly saw the power of their interactions:

“I saw my students open up so much more. Students who were nervous or uncertain about asking me questions or getting feedback were so much more willing to talk to peers. The students seemed to look up to these upperclassmen. Even if the seniors said the same thing I did as a teacher, the students took the senior’s perspective so seriously and really engaged with the process fully. Even if it was only a few minute conversations, the students really appreciated having someone who could check in with them right away. A lot of the base level questions could be answered more efficiently since there were more “experts” to share. Especially in a large class of 30 like mine was, it is hard for the teacher to get to spend quality time each student. This allowed for more contact time with each student.”

When Sarah later collected her students’ reflections on what type of feedback they found most helpful for their narrative essay, so many noted their living mentor texts.

“The AP people helped a lot. They just were there when I needed help or was stuck.”

“The peer mentors helped me see where I could transition or use better words.”

“Having an upperclassman helped me see how other people might do the essay which helped me think of new ways to write.”

“The AP students were new eyes and that helped me get over my writer’s block.”

“I liked that other students from another class saw my paper. It wasn’t pressure like a teacher grading but I still got feedback.”

Wanting to know what impact being a living mentor text had on the senior volunteers, I asked them to reflect on the experience.

Emily felt both “inspired to stop taking her English skills so lightly” and “inspired to use [her skills] to their full potential.”

Claire noted that “[the students] seemed really appreciative of [her] help, and seemed like they really wanted to talk about their writing. In helping and talking to them, [she] realized that [she does] have the ability to be a writer.”

Kyler reflected that “[t]he goal is getting students to revise and revise until they feel they’ve created something great. The smiles that came across some students’ faces when [he] told them [he] loved a part of a sentence or a comparison were fulfilling…The world of writing is something [he] really enjoy[s], and to share that joy by helping others consider the impact they can have is always a joyful experience.”

Screen Shot 2018-04-14 at 10.21.43 PMWhile Sarah and I loved the story of her classroom those two days, we experienced less success the next attempt. But we’ll try again. We’ll schedule the AP Lit. students more specifically, we’ll partner students according to need, we’ll invite the AP Lit. mentors to support the sophomores throughout the writing process. We’ll even explore digital mentoring through Google Docs. Sarah’s optimistic that increased access to our living mentor texts would increase confidence in her writers, helping them to grow. And, I am too.

Next Steps

 

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Ap Lit. students work with Honors II sophomores. Also pictured my teaching partner Amanda who teaches AP Lit. and one of my mentors Ann who first began the practice of AP Lang. and AP Lit. students mentoring honors students. 

My fellow AP and advanced teachers plan to expand the current mentoring as well. AP Lit. students and AP Lang. students will continue to guide our advanced sophomores; yet starting next fall we hope our advanced sophomores will mentor our advanced ninth graders (who are in different buildings). What a way to use writing to  foster connection!

 

I know there are exceptional peer writing tutor programs out there. But in these times of budget cuts and burgeoning class sizes, tapping into resources like Emily, Claire, Kyler, and the others who serve without expectation of reward is powerful. Many of the students–mentors and mentees–recognized the value in the stories of others and in their own. Their perspectives on writing, on others, and on themselves shifted, ever just so slightly.

It’s a small way to change the world. Or at least grow writers.

Kristin Jeschke teaches AP Language and Composition and College Prep seniors at Waukee High School in Waukee, Iowa. She loves when her former students eagerly volunteer their services for the underclassmen yet upstream, and she loves serving as mentor to her two favorite mentees, Abbie and Sarah. Follow her on Twitter @kajeschke. 

Formative Assessment Works!!!

For those of you who haven’t taught Seniors, trust me on this:  Formative assessment during the second semester is challenging.

If you’ve taught seniors, then you might understand where I’m coming from:  Sometimes it’s hard to tell if they aren’t grasping a concept, or they are just too tired of school to have the energy to engage.

I hurts my heart to even consider that my precious learners are worried about bigger issues than Comparative Literary Analysis essays or finding examples of bias in their self-selected texts.  Prom looms five days away and graduation seven weeks after that.  They work, they compete in extra curriculars, they deal with the adults and peers in their lives.  I forget, sometimes, that their plates are filled with important thoughts.  I remind myself I’m not doing their stress levels any favors by point out that we still have important work to do before June 2nd.

Last Monday we reviewed an excerpt from Niel Schusterman’s Thunderhead as a mentor text for practicing literary analysis through all the lenses that should be crystal clear to these literate learners.  I needed to assess their understanding and thinking so that I could make decisions about the instruction leading up to the summative assessment.  That’s the point of formative assessment; to “form” a plan for instruction.

I read the short selection with them, and asked them if they would, please, mark their thinking on this first lap through the text.  They should, as they’ve done many times before, underline or highlight what they noticed about the words the author chose through the lenses of diction, bias, author’s purpose…literally anything they noticed within the realm of literary analysis. It’s the last nine weeks of their public education career. They should be able to look at a text through a variety of lenses.

Some of them made some marks on the page while others wrote notes next to highlighted lines or words.  Others, though, marked nothing.  [Alarms wiggle and stir in my head. Something’s not right.]

I asked them to share within their groups what they noticed.  Muted whispers of ethos, tone, and metaphor struggled out of some groups, but again, most said very little.  Very few connections were being made. For them and for me, the picture was as clear as mud. This, by itself, is important formative assessment. This wasn’t working. [Def Con 55- Full tilt klaxons at maximum volume!]

Yet, I refuse to blame them.  I fully believe that it is solely on me, the teacher, to facilitate engagement with the text.  Somehow I need to do a better job inviting them to take all those useful tools out of their tool belts and dissect this very meaningful text.

New England Patriots at Washington Redskins 08/28/09

I bear a striking resemblance to Tom Brady.  Photo by Keith Allison

In football parlance, I needed to call an audible in the middle of the game. What I had hoped they would do; they won’t or can’t.  It’s time for me to jump in and scaffold this concept to a place where they can see the connections they can make and I can assess their thinking.  I’m not going to put them in a position to fail on the summative assessment if I know they aren’t ready for it.

In a whole class mode, I read over the text, mark what I notice and verbalize my analysis.

Now I ask them to talk about what they notice.  There it is…an increase in discussion, an inflation in dialogue. The alarm volume turns down a notch, but it doesn’t turn off.

I wrap the class period up with an invitation to write about what moves the author is making and as they do I confer with a few students who seem completely flabbergasted.  The bell tolls, signaling an end to their literary torture session.

 

Thus was the source of my salvation:

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I only saunter.

Jumping into this book reminded me of a few important tenets of writing instruction that I let myself forget:

  1. Give them choice- I was allowing no choice in the subject of their analysis.  I know better than to restrict their reading and writing experiences and I let my, and their, end of the year exhaustion affect my decision making.
  2. Show them, not tell them, what you want to assess.  I wasn’t showing them examples of literary analysis and again, I know better.  I was expecting, wrongly, that Senior English students would confidently engage in literary analysis and move forward with their thinking in a way that shows me they can write a response in essay form.

After school, I tore up my lessons plans for the next four days and re-wrote them to reflect what I SHOULD do to support my students in this exploration.

On page 5 of their amazing new book Marchetti and O’Dell introduce a mentor text written by Joe Fassler from The Atlantic.  His recurring series “By Heart” is a collection of responses from a diverse group of thinkers and writers and is an amazing resource.  A simple Google search returned a link to this series of essays. I scanned the list of the titles and discovered an article from September titled, “What Writers Can Learn From Goodnight Moon.”   In it, Celeste Ng describes her feelings of the children’s book and how it “informs” her writing.

Perfecto!!!

This checked so many of the boxes of what I was looking for in a mentor text.  And…I get to read a children’s book to “big” kids.  I know enough about my students to know they will love this.

Also, I used Marchetti and O’Dell’s five part descriptions of literary analysis on pages 11 and 12 to create a glue-in anchor chart for their readers’/writers’ notebooks that helped to clarify what exactly we should look for when reading and writing literary analysis.

Confidence restored! Disaster averted… kind of.

We Ng’s reflection and discussed how this was a perfect example of literary analysis.  They asked questions, we laughed about Goodnight Moon.  I saw their confidence grow and I knew we were back on track and ready to move toward our essay.

Thursday, we started the drafts and I hope to see many of them tomorrow.

Being responsive and intentional is a crucial part of the workshop pedagogy.  I can’t stress enough how this one piece can make our break my teaching.  My lesson planning skills have finally reached the point where I plan for and anticipate opportunities to change up what we are doing to match what the students need. This was an opportunity for which I hadn’t planned, but we made the adjustment and made it work.

Sometimes, that’s how it goes.

Let me know in the comments below when you’ve had to make big changes on the fly to support your students’ learning. I know I can’t be the only one.

Charles Moore is neck deep in Children of Blood and Bone.  He’s spending the day taking his daughter to school and then having lunch with her.  It might be the best day of his life.  His summer TBR list is growing uncontrollably; feel free to add to it in the comments.

A scaffold is a scaffold…

As a curriculum coordinator this time of the year gets blurry. I have begun to mold what our summer curriculum work will look like, so naturally I forget that it’s still the current school year and start thinking and feeling like we’ve already moved into next year. A question that I’m going to pose to our grade level curriculum writers is this: what are we going to do differently next year than we did this year? How are we going to continue moving down our path of becoming a workshop district? It’s hard. What do teachers need? Support? Resources? A scaffold? A scaffold!

When we teach our students complex or multi-step skills we break them down, right? Make it more digestible. Isn’t it the same when it comes to teachers implementing workshop in a classroom? Scaffolding workshop implementation expectations make implementation manageable and sustainable.

Maybe this is the time you flag this post and come back to it in May or June when your school year actually ends. Or, ask yourself what went well this year, and what you can do next year to make it even better for your students.

Best advice I received and try to share is this: be okay with organic or grass-roots growth. Just let it happen. Not everything needs to happen at once, or even in one semester, or in one year. I know that’s difficult to hear, especially for English teachers, but take a deep breath and repeat after me…it’s okay to go slow.

So, how do you add one more layer of workshop into your English classroom?

1.What “workshoppy” things do you already do? 

As a district team, we began with a list of “workshop” things. Teachers circled what they were already doing in their classroom and then chose ONE thing to commit to trying in the upcoming semester.

Our list included: Independent Reading, Independent Writing, Conferring, Mini-Lesson, Grammar Instruction, Vocabulary, Structure, Classroom Library, Balanced Literacy Model, Small Group Instruction, Notebooks, Share Time, Collaboration, Mentor Texts, Classroom Culture/Community, Goal Setting, Assessment

What I saw and heard is that our English teachers are already doing a lot. So when it comes to being a workshop teacher give yourself slack, give yourself grace, and give yourself credit. YOU are already doing great things for your students.

2. Where do you start?

I think you have to start by asking yourself what you believe and why you believe that. Shana wrote about some must reads for teachers considering workshop and for me personally this was a great place to start. I bought and read the books she shared. Amy shared a post: Citing the Research That Drives Your Practice. I read it and nodded, a lot. Then I dove in to what I thought my district could do.

⇒ Two key things: the first is independent reading

Our district was able to bring Amy Rasmussen and Lisa Dennis in for two days last summer (repeating this summer) where they shared and defined workshop with about 50 teachers. It was magical to say the least. My big takeaway was how important independent reading is within a workshop classroom. Because of that, we began asking teachers to incorporate 50 minutes of in class reading per week (break it up however you want/however it fits your classroom routine/structure).

I recently went to a PD led by Penny Kittle and Kelly Gallagher where they shared their new book 180 Days which reinforced the work we’ve been doing. No surprise, I immediately bought the book and cannot WAIT to finish it and talk to all the people about it. In the book they share a chart regarding independent reading which shows that if students add basically no outside reading to their routine, but add 10 minutes per day in class (or 50 minutes per school week) they are able to increase their word exposure by 556%! Is there an easier way to increase word exposure than this? <– that’s rhetorical, of course. 😉

⇒ The second key is conferring. 

Same training with Penny and Kelly; I’m immersed in taking notes when Kelly begins to talk about why they sit down beside kids to talk with them about their reading and writing. At this point, I was so engaged that I stopped taking notes mid-sentence and just soaked it all in. So, please no judgement on this sure to be mis-quote. Kelly said something to the effect of conferencing doing more and telling you more than anything else can: it’s 1:1 teaching, it’s a response to intervention, it building relationships, and above all it tells you what kids know and what they don’t know. Wow! No program or worksheet or multiple choice test can give you all of those things.

3.Where do you go next?

If you’re not a part of a campus or district where workshop is an expectation or recommendation, start with your campus and/or district vision. What does your campus/district want the student learning experience to look like, and how does workshop instruction fit into that description? Keep digging into the Three Teachers Talk blog posts. There are so many different perspectives from all over the United States (and outside, too!).

And now, I leave this last nugget from the 180 Days PD with Penny and Kelly…

responsive teaching

If we are responsive to student’s needs they will be engaged in the work that we’re asking them to do. Maybe that means you start by incorporating choice in independent reading, or bring in relevant articles when studying nonfiction versus pulling out the same ‘ole file folder with the same ‘ole speech you do every year, or maybe it meanssitting beside students to talk about what they think.

With the end of the year rapidly approaching now is the time to really reflect on how this year went and what can be done better or different next year. What “workshoppy” thing do you want to try?

 

 

 

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