Teachers Team for Students’ Success
CES 28 Study Group:
The Art of Teaching Writing
At CES 28 in District 9 in the Bronx, art extends beyond the beautiful drawings and pictures in classrooms and hallways to include the writing in language arts classes that is currently absorbing teachers and students. Twelve teachers and the Teacher Center staff member and facilitator, Rosario Martir, meet in after-school study group sessions to reflect on routines and minilessons from the writing process in The Art of Teaching Writing by Lucy Caulkins (1994). Later they apply what they have learned with students in their classrooms.
This is the first year of the school’s comprehensive school reform grant. The school is using the America’s Choice School Design (National Center on Education and the Economy, www.ncee.org). The study group is coordinating its work on the writing process with the protocols from America’s Choice.
Teacher Anna Sackey comments, “This study group has really helped me to learn to implement writing in my classroom, but it is my students who have benefited the most. Now our writing period is fun—the most productive period of the day!” Working with a group is helpful, agrees teacher Roger Pichardo. “It’s refreshing to be able to communicate with other teachers in a supportive environment,” he notes. Teacher Nicole Mills, recognizing the positive impact that the study group has had, says, “I have implemented the writing process and had success with ideas from my colleagues as well as from the text.”
“It’s really been a great experience for all of us,” says Teacher Center staff member Martir. “Many teachers have left behind apprehension and moved to confidence because they have discovered that they were, in fact, correctly approaching the teaching of writing. Their conversations have helped them to further define the writing process for themselves. The opportunity to read and discuss the America’s Choice materials in conjunction with the Caulkins text seems to have brought us all together in learning and bolstered our courage to try out and then share our successes and our concerns.”
Holiday Cookies’ Key Ingredient: Learning
 Math and English language learning and a whole lot of feeling were baked into holiday cookies at the Rafael Hernandez Dual Language Magnet School in District 9 in the Bronx. “Put on a Happy Face” was flowing from the radio and throughout the cooking room one December morning as a class of busy children bounced to the music and produced delicious holiday cookie treats. In the middle of the mix were Grace Cantarella (Teacher Center site staff member), Nan Persaud (Englishas- a-second-language teacher) and teacher Rachel Gowtham, who is using the Accelerated Academic English Language Model (AAELM) with her 6thgrade class. Her students started the year with few English skills but through the AAELM are making significant progress.
On this day, the students, away from their home classroom in the cooking room, were studying fractions (math) and sequencing skills (English language arts—speaking and writing). Ms. Persaud and Ms. Gowtham guided them as they converted fractions, followed recipe directions and logged their activities. These students certainly demonstrated the art of Accountable Talk (The Institute for Learning, 1999). They chatted to each other while they measured and mixed and poured and formed and baked—and oh yes, ate—their delicious cookies.
As they took turns working on the cookie batter, students asked, “How long do I have to mix? Can I have some chocolate chips now?” And posed two perennial cook’s questions, “Are they ready yet? How long until they are done?” Noticing a visitor, one student bounded over and stretched out his hand, saying, “What’s your name? I’m Edwin! Nice to meet you!” The energy in the room was free and enthusiastic, with talk—accountable to the learning, to the community and to the work—making a natural environment for accelerated learning.
Finally, all of the cookies were baked and students selected and packed them into large cups. Teachers helped them to wrap the holiday treasures in brightly colored tissue for safe home transport. While everyone wished each other “Merry Christmas” and “Feliz Navidad” the teachers were resolving to continue their cooking curriculum in the new year!
Caulkins,L. (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann.
Accountable Talk
Fundamentals of Accountable Talk:
• Talk is essential to learning.
• Talk must be accountable to:
...— The learning community.
...— Knowledge. — Standards of evidence.
...— Standards of reasoning.
Indicators of Accountable Talk:
• Press for clarification and explanation.
• Require justification of proposals and challenges.
• Recognize and challenge misconception.
• Demand evidence for claims and arguments.
• Interpret and use each other’s statements.
The Institute for Learning. (1999). Principles of Learning. Online: www.instituteforlearning.org. Printed with permission in Special Edition, 11, centerfold. New York: UFT Teacher Center.
|
