The website Two Writing Teachers recently posted a six-part blog series entitled “Aim Higher”. The blog series was based on the findings of a comprehensive study conducted by John Hattie. Hattie found a few common trends while researching what really works best to help children learn. Results showed that the most influential factors were self-reflection and student-driven goal setting with ongoing teacher feedback. The answer is simple but profoundly important. Students need opportunities to reflect and evaluate their own work, set rigorous goals for themselves, and regularly receive teacher feedback as to how to meet their goals.
Before we can help students set and work toward appropriate goals, we first have to get to know our students as writers. Here are a few suggestions:
o Writing conference
o Informal observation “kid-watching”
o On-demand assessments
o Self-evaluations
o Reading strategies adapted for writing
~What I Know to be True about Writing
~What Keeps You Writing
~History of a Writer
Before we can help students set and work toward appropriate goals, we first have to get to know our students as writers. Here are a few suggestions:
o Writing conference
o Informal observation “kid-watching”
o On-demand assessments
o Self-evaluations
o Reading strategies adapted for writing
~What I Know to be True about Writing
~What Keeps You Writing
~History of a Writer
Once we have a clear picture of our students as writers, it will be much easier to support them in creating clear, visible goals. Goals must be highly visible to constantly remind students what they should be working towards. The following are a few suggestions to accomplish this:
o Writer’s Notebook
Set up a section in the back of the notebook for goal setting and reflection. Set a goal during a conference and have students record it. Encourage students to return to this section regularly and have them put a tally next to a goal every time they are working toward it in their writing.
o Individualized Editing Checklist
During conferences, help students identify convention errors in their writing and choose one item to add to their personal editing checklist. Once they improve in that area, add another.
o Interactive Charts
Use a pocket chart to post strategies and have students put their name next to the strategy they are currently using. At a glance, this will provide valuable information such as what each student is working toward and could be used as a spring board for future conference conversations. Also, such a chart could easily identify small strategy groups.
o Bulletin Boards
Before finished writing pieces are displayed for all to see, have students attach an index card indicating all they are proud of in their piece (ex: great beginning) and what they would like to work on further as a writer (ex: use of dialogue.)
o Writing Partners
Meeting with a partner for just two minutes to briefly discuss goals and how students are working toward them can raise the level of accountability on a daily basis.
o Share Sessions
Consider using some share sessions to discuss writing goals and the steps that are being taken to accomplish them to create a more reflective classroom environment.
o Writer’s Notebook
Set up a section in the back of the notebook for goal setting and reflection. Set a goal during a conference and have students record it. Encourage students to return to this section regularly and have them put a tally next to a goal every time they are working toward it in their writing.
o Individualized Editing Checklist
During conferences, help students identify convention errors in their writing and choose one item to add to their personal editing checklist. Once they improve in that area, add another.
o Interactive Charts
Use a pocket chart to post strategies and have students put their name next to the strategy they are currently using. At a glance, this will provide valuable information such as what each student is working toward and could be used as a spring board for future conference conversations. Also, such a chart could easily identify small strategy groups.
o Bulletin Boards
Before finished writing pieces are displayed for all to see, have students attach an index card indicating all they are proud of in their piece (ex: great beginning) and what they would like to work on further as a writer (ex: use of dialogue.)
o Writing Partners
Meeting with a partner for just two minutes to briefly discuss goals and how students are working toward them can raise the level of accountability on a daily basis.
o Share Sessions
Consider using some share sessions to discuss writing goals and the steps that are being taken to accomplish them to create a more reflective classroom environment.
As teachers, we spend so much time planning at the beginning of the year and looking forward to the end of the year. The following quote eloquently states the value of the middle of the year – right where we are.
“In September, we look ahead with questions, hopes, plans, and dreams; in June we look behind with satisfaction, knowing we have tried our best; in January, though, we are in an enviable place: we can look in both directions, and let what we’ve learned pave a better way forward.” – Tara Smith
“In September, we look ahead with questions, hopes, plans, and dreams; in June we look behind with satisfaction, knowing we have tried our best; in January, though, we are in an enviable place: we can look in both directions, and let what we’ve learned pave a better way forward.” – Tara Smith