We had the luxury of spending a lot of time on writing this week. Students were given the opportunity to create their own books. These books will be sent to a company to be bound in hardcover...they will look like an authentic publication.
With an assignment such as this I was faced with a decision. Do I narrow the scope of what can be written to keep the lessons associated with the writing uniform and accessible to all at one time or do I allow students to choose their writing format and differentiate the lessons based on those choices? Do I set up parameters for their writing in terms of content or do I give them the freedom to explore any topic they wish to pursue? In short, do I narrow the focus for them or widen it?
There are advantages to each approach from a teaching and learning perspective.
If the focus is narrowed it allows the teacher to go into greater detail about how to complete the writing style offered and gives students an opportunity to share ideas. A narrow focus does, however, produce a limited amount of variety within a classroom. Often times the "voice" of a writer gets lost in the narrow focus.
If the focus is widened and students are given the "freedom" to choose their writing style and topic, the advantage for the teacher becomes one of specialized teaching (something that can be very rewarding for a teacher). This requires that the teacher group kids according to similar styles and then engineer mini-lessons for that small group. The students gain an advantage in that they are writing in a style and on a topic that is comfortable to them and therefore lends itself to more engagement by the student. This approach is more time consuming and requires more responsibility on the part of the student (probably a perceived disadvantage by the student but a refreshing advantage for the teacher!).
I chose the latter.
I immediately saw the room light up with life and vigor for the assignment. Minds began racing and churning out conversations about what was to be found on paper when the assignment was complete. We brainstormed writing formats and came up with an "ABC Book", a "Top Ten List Book", a "Chapter/Paragraph Book", and a "Combo Book". Kids found what they felt most comfortable with and groups were created. Groups were able to meet with adults to work through the process of writing, gathering more ideas, and learning about strategies they can employ to further develop their writing.
Creativity began to flourish and a commitment to the assignment developed. Pride will most certainly ensue.
Knowing that my students will create something that was born out of choice, guided by lessons directly related to that choice, and nurtured by a desire to express themselves through writing, I can't wait to see the final "published" books.
Copyrighted material of Michael C. Casten
With an assignment such as this I was faced with a decision. Do I narrow the scope of what can be written to keep the lessons associated with the writing uniform and accessible to all at one time or do I allow students to choose their writing format and differentiate the lessons based on those choices? Do I set up parameters for their writing in terms of content or do I give them the freedom to explore any topic they wish to pursue? In short, do I narrow the focus for them or widen it?
There are advantages to each approach from a teaching and learning perspective.
If the focus is narrowed it allows the teacher to go into greater detail about how to complete the writing style offered and gives students an opportunity to share ideas. A narrow focus does, however, produce a limited amount of variety within a classroom. Often times the "voice" of a writer gets lost in the narrow focus.
If the focus is widened and students are given the "freedom" to choose their writing style and topic, the advantage for the teacher becomes one of specialized teaching (something that can be very rewarding for a teacher). This requires that the teacher group kids according to similar styles and then engineer mini-lessons for that small group. The students gain an advantage in that they are writing in a style and on a topic that is comfortable to them and therefore lends itself to more engagement by the student. This approach is more time consuming and requires more responsibility on the part of the student (probably a perceived disadvantage by the student but a refreshing advantage for the teacher!).
I chose the latter.
I immediately saw the room light up with life and vigor for the assignment. Minds began racing and churning out conversations about what was to be found on paper when the assignment was complete. We brainstormed writing formats and came up with an "ABC Book", a "Top Ten List Book", a "Chapter/Paragraph Book", and a "Combo Book". Kids found what they felt most comfortable with and groups were created. Groups were able to meet with adults to work through the process of writing, gathering more ideas, and learning about strategies they can employ to further develop their writing.
Creativity began to flourish and a commitment to the assignment developed. Pride will most certainly ensue.
Knowing that my students will create something that was born out of choice, guided by lessons directly related to that choice, and nurtured by a desire to express themselves through writing, I can't wait to see the final "published" books.
Mr. Casten
Jan. 27, 2012
Copyrighted material of Michael C. Casten
