My problem is...well, there are many, but for this purpose, my problem is my kids do not know how to write and I do not know how to teach them. I really don't. Each year I struggle with this same problem, but this year it seems to be the worst. I love the new ideas I am learning as far as digital writing goes, but what do I do if my kids cannot write? Will showing them/ leading them through how to put together a "sticky" PowerPoint presentation help them when they can barely contruct three sentences together? Not to mention maintaing conventions and spelling.
So, I guess my dilemma boils down to this: I have always felt that kids need a strong foundational knowledge and understanding before they jump in to the next step (I feel like I just stumbled upon my answer, but I will continue anyway). So, before we can get to creative digital wriitng they should be able to produce traditional essays and texts... right?The reason for my thinking is that once they move forward, will they be able to move back? Will what they learn by constructing digital texts transfer back to traditional writing?
I know that this same type of dilemma is present in many primary classes when it comes to emergent readers. Should emerging readers be exposed to texts that are knowingly too difficult for them? Just because a kid cannot read does that mean we will withhold giving the child a book to look at or to have read to him?
Ok, so I already have answered my own question. But what about the foundational skills? I still must teach these! How do I teach struggling writers?
Maybe, if I were to start with a Glogster presentation, or even a PowerPoint and introduce the assignment and all criteria, then have them write a proposal for how they will organzie, design, and craft and why they choose to do it that way. That will then promote a more metacognitive approach, having them become aware of their audience and reasons for design, along with allowing me to see how they understand the content.
Casey, I think you need to go back and read the first three chapters in Tompkins. In these first three chapters she provides you with detailed steps and procedures for setting up a "traditional writing classroom" and provides you with key strategies to help your students learn in order to become more strategic writers.
ReplyDeleteFor example, if you were to follow Tompkins suggestions for arranging the classroom (pp. 23-24) and creating a community of writers (pp. 24-26), what could you do to teach your struggling writers?
Also, in Chapter 2, Tompkins specifically describes the characteristics of capable and less capable writers. As you re-read this section, think about which attributes best characterize your students. Then, following Tompkins discussion through the rest of the chapter (particularly pp. 49-50), what types of scaffolded writing assignments can you design for your students to help them become more strategic?
I appreciate we spent last week discussing digital writing instruction and forms, but this does NOT mean Hicks' ideas are replacing Tompkins. Everything Tompkins shares in her book should serve to ground the digital crafting lessons we would design for our students.