Horgan Group 5 Must Do's in Writing Your Self-Evaluation Many colleagues and friends have asked for advice on preparing a self-evaluation that stands out. Here are five tips to support your self-appraisal, demonstrating the unique value that you contributed and your forward-thinking development approach. And while you frantically try to find the time to complete reviews for colleagues, you also are searching for the time to prepare your own self-evaluation.
Rowling, Harry Potter and the Chamber of Secrets Over 40 years ago, writer and teacher-educator Donald Murray suggested a radical, yet obvious challenge for teachers of writing: Study what real writers do in terms of process and craft, provide time in the classroom for students to engage in their own processes, create opportunities for teacher and peer response, and let student-writers choose their topics.
With this simple concept, and the innovations of a slew other groundbreaking writing teachers and teacher-educators, the workshop model flourished in classrooms across the country.
But threats have emerged in some writing classrooms in the form of state mandates, national standards, and high-stakes assessments that, when viewed narrowly, restrict the choices of writers and their teachers.
Here are some roadblocks to autonomy and freedom in the writing classroom, and ways to maneuver around these threats into a more creative, flexible, and autonomous learning environment. Lack of time and inflexible writing curricula.
A study of literacy undergraduate courses across three states found that colleges offer far more courses in preparing teachers to teach reading than courses do preparing teachers to teach writing Brenner, In fact, of the course titles examined, 61 referred only to reading, 75 course titles included both reading and writing, and only five courses focused entirely on writing instruction.
A looming gap exists in our teacher education programs that needs to be filled with more attention to teaching preservice teachers how to teach writing in their future classrooms Myers et al.
Because of this lack of time, writing instruction is often pushed aside to prioritize the tested subjects of reading and mathematics. And many districts mandate fidelity to a set curriculum for writing instruction. Yet prescribed lessons written by outsiders often fail to acknowledge the unique, nuanced ways writers interact with content.
And while some students might absorb the lesson of the day and move forward with the content in their writing, others might need more time to let ideas marinate and play around with a craft, skill, or process before they are ready to move forward with something new.
This is why I suggest letting writers, not programs, guide instructional decision-making. If a pacing map or pre-made writing lessons guide instructional decision making, then our classrooms are led by programs rather than learners.
Teachers must allow room for student writers to reframe their curricular decisions. Prescribed curricula typically provide interesting lesson ideas to use in the classroom. However, as students craft text and teachers confer with them, future lessons should be adapted based on what writers need rather than the next prescribed lesson.
For example, a teacher teaching an 8-week unit on informational reports may find herself teaching editing strategies in the middle of the sixth week, but realize that a few students still need specific revision lessons on "showing, not telling" before they should begin editing.
A scripted program may tell her to move forward. But students may tell her, "Hold on.
This does not mean teachers linger forever. They still need to set deadlines for published products and, as much as possible, push students to meet those deadlines. But there has to be flexibility in what is taught between the initial lesson of a genre study and the publication celebration.
One teacher plans writing lessons for an entire grade-level team. Divvying up lesson planning in this way divorces the plans from student work.
This practice prevents teachers from modifying and differentiating lessons based on their observations and conversations, especially when engaging with student writers.
Collaboration among teachers during lesson planning brings multiple voices and varied ideas into lesson possibilities—a practice we should continue to cultivate.Nov 12, · Many colleagues and friends have asked for advice on preparing a self-evaluation that stands out.
Here are five tips to support your self-appraisal, demonstrating the unique value that you. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.
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Introduction Jim Collins and a team of researchers were able to discover a model of leadership based on a study they have conducted in search of the essential quality of what make good companies great. Our new site integrates all related tools and services into convenient categories.
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