Today's Verse Love Host, Corinne is focused on the ways research is "voiced" in schools. I was absolutely thrilled to read this invitation to think and write about a topic, near and dear to my heart. I am an advocate for best practices grounded in research and have been concerned about a reduced focus on writing in elementary schools. I am using recent research from Gary Troia, Michigan State, who considered how teachers varied in teaching writing practices and comparing his findings to my practice in this community.
Whole-class instruction, individual practice (93%); small groups used very infrequently.
Who comments on their ideas?
How do they talk about and get ideas?
When is there time to share in a small, trusted group?
Where do struggling readers get their scaffolded support?
Focus on planning, drafting; teachers avoid conventions where they feel less competence.
How do they learn to make their own work better?
Who holds them responsible for spelling, grammar?
Are we expecting spell check to be everyone’s editor?
Teachers with higher writing skills gave less consistent writing instruction.
This does not make sense to me!
Do they expect too much ?
Do they need reminders to scaffold, support?
Do the teachers write every day?
Can we make them join this group?
This may just be a reminder that taking research
Out of context yields squirrelly answers!
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