Pathways...chapters 6-11

While reading the remainder of the book, there were different topics that squared my thoughts about the common core, pointed me in new directions, and things that are still circling my mind…

Squared my thinking:

My feelings about the importance of writing workshop were confirmed in chapter seven when I read about how essential it is to give students the opportunity to write often .  In the book it states “Having crystal clear goals will not make a whit of difference if students don’t have protected time in school to work on achieving those goals and if teachers don’t have time to convey feedback and coach their writers in the act of writing” (125). This quote highlights the importance of writer’s workshop and how important it is to give students the space to write and provide them with feedback and the opportunity to revise. I love the analogy the author gives about comparing this process to observing music teachers and chorus directors and how they give their students attentive feedback and the opportunity for students to try again. Having implemented some writer’s workshop strategies this year has given my students the opportunity to develop their writing skills.

I love the strategies that are provided in chapter eight when it discusses ways to build up skills in argumentative writing. “The teacher first teaches students to write argument essays around subjects that are especially accessible to the writers. Then, once the writers have mastered the writing type, guide them in applying their skills to more remote subject matter” (138). This squared my thinking because in many of our courses we have talked about the importance of connecting student interest to  reading and writing to develop their  skills. When students have the opportunity to write or read  about what they are interested in, they learn to appreciate and sometimes grow to love reading and writing. It then becomes easier to transfer that skill to a specific subject. This year, my students have the opportunity to read and write about topics that interests them.

 Another topic that the book discusses that I have often though about  is some schools response to the common core. “Our first suggestion to school leaders, then, is to guard against responding to the Common Core with a knee-jerk reaction to add new programs, each of which bears the label of Common Core” (183). I often feel that my school adopts so many programs that are said to help students master the common core standards,  that it becomes an overwhelming task to implement all of these programs. I don’t disregard these programs as unimportant, but I feel that a school should only adopt one or two programs and utilize them for a period of time to allow students and teachers to learn and develop in using the program for them to be really effective.

Pointed in new direction

I was really inspired by the examples of students’ capability of producing details, building tension and creating other emotions through their writing. The examples in chapters seven (p. 114, Glowing Shoes writing sample and the kindergarten writing sample in chapter six (p.108)), shows that our students are able to produce high levels of writing. Even at the kindergarten level, students can develop fluent ideas and details through words and pictures.

The ability to teach the art of conveying detail and emotion is something that I want to do a better job of for the remainder of the year and next year. I know that providing mentor text is a great way to help students develop these skills.

Still thinking about it…

In chapter eight, the book discusses the standards of argument and opinion writing. Common core writing emphasizes the ability for students to convey their opinion, refute counterarguments, and analyzing sources. This is an area where some of my students struggle. I think this standard of writing connects strongly to the environment of our schools. I believe there might be a strong disconnect for students if they are in a school environment that requires them to be silenced for the majority of the day and are policed when to speak and to have opinions, but then are asked to state opinions and convey arguments in their classrooms. I find that students have a hard time developing and justifying their arguments and opinions in the writing, b/c the majority of the time they are in school their opinions are not valued. I have to say that I’m guilty of aiding in that environment b/c there is strong pressure to have discipline over our class. However, I’m thinking of how I can balance that discipline but still allow my students to feel that they still have a voice, in and outside the context of their writing. I think chapter eleven speaks to this very by stating “…any reform effort must be deeply connected to the learning culture of the school, the collaboration of its teachers and school leaders and also assessment” (p. 181). Although this chapter focuses on aligned assessment and its connection to school reform, when I think of learning culture, I also think of the way we interact and treat our students in and outside of the classroom.

In chapter six, the authors discuss the role media plays in the writing standards for the common core. “Fourth graders are expected to produce a minimum of one typed page in a sitting, and fifth graders, a minimum of two typed pages in a sitting.” (p.106). There are many instances in the common core in which students are called to integrate technology. However, with the lack of technology resources in some schools and homes of the students we serve, I wonder how some of these standards can be achieved. At my school for example, we are limited to roughly 40 technology resources (that includes computers, laptops, and ipads) for about 300-400 students, which presents a challenge. I first think the ability to provide technology resources to our schools need to be improved and including technology based classes such as keyboarding, programming, and coding need to be a part of the daily curriculum. I don’t think the responsibility of developing technology skills in students should solely fall on the general education teacher, but someone who specializes in technology should be teaching our students how to develop their skills in technology. It should be a general subject included with: reading, ELA, science, social studies and math.

Reading Pathways to the Common Core has shaped my attitude and approach to the common core standards. Reading this text has helped me to understand the common core better and have more respect for the standards. It has been a great reference for me to help me unpack and better understand the standards. My only wish is that I had read this book sooner.