Writing -daily 5 styles

We began a new way of spending writing time this term. I wanted to be able to target some specific groups and I also wanted to be able to bring in an aspect of writing for fun - writing for the sake of writing. My favorite part of our version of Daily 5 reading is that children are required to read, and only read. They have different ways to do this - read websites, read e books, read books, buddy read, listen to reading etc. now with writing I have tried to replicate the same, with some surprises.

Suddenly, I have children who can't wait for writing time (just like those who can't wait for reading), and that's fantastic. One reluctant boy in particular is chomping at the bit to write. He's working on a series of PowerPoint books on various topics from jet liners to submarines. He is a reluctant writer, with poor handwriting, poor spelling, poor punctuation....the list goes on. But now he loves writing. He is working on his writing goals (currently simple punctuation, and good sentences) but he is doing it through his own writing choices.

An observing teacher commented the other day on 2 groups of girls who were pair writing animal facts on posters. Do they even know what a good poster is? Do they have criteria for this, you don't just want a heap of rubbish.... My reply was- they were writing, they were remembering their capitals and full stops, as that is their current goal, and they were enjoying writing for its own sake. So to me those children were succeeding at the lesson. The face value of their finished piece of work may have been simple, but the fact that they enjoyed the writing process and talked to others about what to write, how to write it, etc was extremely valuable part of writing.

My daily 5 styles writing is working a bit like my daily 5 styles reading. Children's perspectives on the subject are changing. Children are more motivated to start and finish something. I get to work with groups on targeted lessons. The children are remaining focused on personal goals, and can discuss them reflectively. These are all the great things- along with the time to just do.... No hidden teacher agenda, no deadline, no topic chosen for you. It is children in charge of their own writing learning.

Great so far.

Teaching Independence

As I read around all that is being discussed in the cybersphere of education – personalised learning, passion projects, e-learning, e-portfolio, and Daily 5 – the prominent thing they all seem to foster is independence and I think that is great.

It is great in theory and with a lot of hard work, I am beginning to think that it can be great in practise too. I have taught year 5/6 for 3 years now and each year I expect (and if I’m being honest, allow) a little more independence from the children. And I don’t mean independence in tying their shoes, or remembering their meetings, or picking up after themselves, but independence in their learning. 

Being able to equip the students with; the belief that they can lead their own learning, the strategies and systems to help them to lead their own learning, and the time in which to practise has not been easy. Balancing control with trust, accountability with flexibility. But slowly, slowly I am starting to see how powerful this can be, and it makes me want to do more.

photo courtesy of tonyduckles on Flickr

From developing an independent reading programme linked closely to Daily 5, I am now developing a writing equivalent, which is starting off much more positively than I expected. It hasn’t been easy trusting the children to achieve, independent of the teacher, but my class are surprising me in small steps. The key seems to be the planning before each session – either written or oral – of what they hope to accomplish in the session, and then at the end a quick reflection as to how they feel it went. We question anyone who has had problems and discuss solutions together. I was even surprised today when one child asked if he should hand his book in (and note I must confess that I don’t often collect writing books in, unless there is something specific I want to mark in depth). My reply “If you would like my feedback, sure”. And at that, 20 books plopped down into a pile at my feet.

Ultimately what I am seeing happen in my classroom, is children taking control. I can step back and really start to guide them. I don’t have to make all their decisions for them anymore, so I have time to talk to them more about what they are choosing to do, what learning they hope to get out of it, and how they feel they are going. I am enjoying their growing independence.