This year I’ve started a Fellowship program organized by the Western New York (WNY) Education Associates (Angela Stockman) using grounded theory methodology. I’ve been playing around with a number of ideas and have now come up with my study. It’s not articulated well but what I’m doing is broadly outlined below.
We’re big on continuums for everything and this is great, but the challenge is to make these continuums child friendly and all learning visible to teachers, parents and most importantly the students. The problem is (my opinion) that the continuums we have are huge and perhaps contain benchmark statements which have become padding rather than essential. At my school our continuums are built on Fountas and Pinnell which is a great resource.
What I’m looking at through my students’ writing is the ‘WHAT’. What has actually moved their writing forward? I’m thinking of a hurdles race here where each hurdle or challenge is essential while other factors are not. This analogy sounds a bit different but I know from my students’ writing that there are core learning outcomes, but you don’t know what you don’t know!
My challenge is to develop criterion to assess and ask my students what the ‘click’ was and from this create and trial a streamlined continuum which is fully understood by all stakeholders. The answer is embedded in their writing and I think I’ll use how I teach writing genres to scaffold the process. My students write well and I’ve been asked how I teach writing, and given that we plan in teams and I use our team planning documents I must be doing something differently. So, if I am doing something differently, what is it? I need to discover what it is and make this visible to all.