Christine M. Dawson
?Beyond Checklists and Rubrics: Engaging Students in Authentic Conversations about Their Writing?
I like this article better than the Kohn article primarily because Dawson doesn?t condemn rubrics outright; she just thinks teachers should move beyond them by incorporating strategies for meaningful feedback and increasing depth of commentary.? It is difficult however to make the leap to student achievement just based on the author?s experience as a teacher/writer.? She writes about her approach to improving her writing: ?I was an active participant in conversations, asking frequent follow-up questions and jotting notes on my drafts to help me revise? (Dawson, 2009, p. 66) from the perspective of a practiced and accomplished writer.? I?m not sure we can make this automatic assumption that an average ninth-grader can participate in this level of self-reflection and/or conversation about his writing.? This is evident again when she writes: ??Authentic discussions about writing are the sorts of conversations that professional or experienced writers might have, where writers explore purpose, effect, clarity, and interpretation? (2009, p. 67). None of my students are professional writers, and many have limited experience as writers, so based on her definition, my students cannot have an ?authentic discussion.?
I like the idea of giving students the choice of not only what to present, but when to present.? Students can feel a lot of anxiety and I can see it in their faces when it becomes their turn to share orally.? Dawson is on target when she identifies the silent student: ?For him, to speak in class meant breaking a silence and changing a public identity he had created (and that his peers expected of him)? (2009, p. 67). Students very quickly create their position in the class, and it becomes uncomfortable for them to change it.
More specificity would have helped me envision using some of her ideas.? For example, I like the idea of sharing reading and responding, and writing responses in a journal, but the author doesn?t indicate any pre-activity or modeling about reviewing, or responding.? Also, I don?t think the concept of the inquiry stance is fully explained.? The author uses phrases like: I find it helps to be explicit with students, to emphasize the importance of learning how to effectively discuss our writing in order to grow as writers? (Dawson, 2009, p. 69).? I?m not exactly sure what this means or how to implement it.
I do like the idea of having a successful group model their success for the rest of the class, and I think the specific questions to answer while they observe this group will help the other students find something tangible in an otherwise abstract idea.
?
?
?
?
?
Source: http://blogs.longwood.edu/jimdow/2013/07/04/7413-dawson-article-2/
chase kim kardashian pregnant papa johns dominos dominos Perez Hilton Michelle Obama Oscars
কোন মন্তব্য নেই:
একটি মন্তব্য পোস্ট করুন