During literacy training this year, we tweaked the wording of the categories to emphasize a growth mindset. Something so simple can send a completely different message to kids. See below:
In some of my recent coaching experiences, I’ve noticed a small shift creating big change. As teachers, we are very familiar with creating and using rubrics. In the past, many of us have utilized them as a tool to evaluate student work. Recently, I began working with classroom teachers to create and adopt learning progressions and supplemental exemplars. The finished product looks identical but the purpose and results are quite different. During literacy training this year, we tweaked the wording of the categories to emphasize a growth mindset. Something so simple can send a completely different message to kids. See below: Through this process, we are setting students up for success by giving them a growth blueprint. Students can use a learning progression as a tool to grow and improve in concrete, manageable steps along a continuum. Providing exemplars to supplement the learning progression adds an extra layer of support for those students who need to see it before they can do it. Exemplars can make learning tangible. Teachers also benefit greatly from taking the time to introduce and refer to learning progressions with students. It gives teachers specific language and directs their teaching. It also allows teachers to differentiate with ease. Learning progressions become a teaching tool for individual student conferences as well as small group strategy lessons. In this way, teaching becomes tailored to the learner for maximum student growth. By comparing student work along this continuum, teachers get to know their students’ strengths and weaknesses as individual readers and writers. They also clearly see patterns within their class and this data informs effective instruction. I saw the benefits of this work in action when I observed immense growth in third graders after being introduced to a learning progression with exemplars in one lesson. Their writing about reading improved drastically from little or no writing to showing thoughtful connections, predictions, and questions. I also worked alongside a fourth grade teacher and together we looked closely at student work. We were able to place each student along the learning continuum and discuss next steps to move them forward. By noticing patterns, we formed small groups and planned lessons tailored to individual student need. It amazes me how a small shift from an evaluative rubric to a growth-oriented learning progression can have such a positive impact on students and teachers. I look forward to continuing this work in my next coaching cycle with teachers and students.
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Danielle Patterson
11/5/2015 07:26:07 am
Christy,
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About ChristyHi there! I love all things literacy, working with amazing teachers as a literacy coach, and spending time with family and friends. My hope is to create a space for teachers to learn from each other, discover something new, and to feel inspired. Thanks for visiting my blog! Archives
December 2015
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