| This term our team discussed moving away from a genre focus and into a more integrated writing approach where writing of all genre types is covered in relation to student learning in reading and inquiry. At least that is the theory. When discussing how to structure such an approach The Six Traits of Writing was mentioned. I happened to have several teacher books on the six traits and how to teach them. However, after exploring these resources I was disappointed in them. The lesson content was very weak and was teacher heavy. If the writing lesson took a full 40 minutes, 30 of it was teacher talk with some student discussion and almost NO WRITING. One of my fundamental assumptions of student learning is that students learn by doing. If I want them to be good writers they need to write. Disappointed and a bit lost, I searched for other resources and then decided to make my own introductory posters. Beyond these introductory lessons I have really struggled to design mini lessons (workshops) based on these traits. The whole class writing program is developing well and the students are mostly quite motivated in their writing, but I was not happy with the quality of instruction in the group workshops. This is now where I am focussing my current inquiry - designing relevant and effective mini workshop lessons for focussed group instruction. |  I am currently running 4 writing groups (Voice, Organization and Fluency and Content & Ideas) . These groups were initially self-selected and as students learning develops changes are made. I am only 2 weeks into the new term, but already I have been enjoying my writing workshops. They have been highly engaging and tight - done in 10 minutes, so the bulk of the time students still have to be getting on with the actual task of writing. I am making good use of the modeling books for these lessons and also documenting them through ccpensieve.com. I am really looking forward to seeing how these lesson develop and impact on student engagement and learning. |
PTC 1 - engage in ethical, respectful, positive and collaborative professional relationships with akonga.
PTC 4 - initiate learning opportunities to advance personal professional knowledge and skills.
- identify professional learning goals in consultation with colleagues.
PTC 6 - conceptualise, plan and implement an appropriate learning programme
PTC 8 - demonstrate in practice their knowledge and understanding of how ākonga learn.
PTC 9 - select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and
effective for diverse ākonga
- modify teaching approaches to address the needs of individuals and groups of ākonga
PTC 12 - use critical inquiry and problem-solving eectively in their professional practice
PTC 4 - initiate learning opportunities to advance personal professional knowledge and skills.
- identify professional learning goals in consultation with colleagues.
PTC 6 - conceptualise, plan and implement an appropriate learning programme
PTC 8 - demonstrate in practice their knowledge and understanding of how ākonga learn.
PTC 9 - select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and
effective for diverse ākonga
- modify teaching approaches to address the needs of individuals and groups of ākonga
PTC 12 - use critical inquiry and problem-solving eectively in their professional practice
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