Thursday, December 18, 2014
“What do you do about students who don’t want to write?”
This time, the question came at a session where we were moderating writing samples, sharing a process designed to create a continuum. It is a question that comes up almost every time I talk with teachers about writing. It is a question that crosses grade levels and gives pause to both beginning teachers and their more experienced colleagues. It is a question that can be phrased in many ways…but essentially asks the same thing.
“How do you handle it when kids just don’t write?”
A big part of my response falls under the category of describing quality. When students are shown what quality can look like, some of that reluctance disappears. Using the gradual release of responsibility (Pearson & Gallagher, 1983), writing moves from ME (the teacher) to WE (shared responsibility) to YOU (the student writing independently).
I use two very important strategies for showing my students what writers do.
To learn more about this, we invite you to read Brenda’s latest blog post “Inspiring All Students to Write.”
You may also want to learn more about how Brenda and her co-authors, Ruth Gauvreau and Gerry Hector, applied the idea of providing descriptions of quality to professional learning. Chapter 3 of their book Lesson Study: Powerful Assessment and Professional Practice describes what they did and how you might apply their process to your context. You can find this resource in our estore.
All our best for the holiday season,
Brenda, Anne, and Sandra