Monday, April 18, 2011

Creating Grade Level Inquiries

As teachers, we're constantly running into problems in the classroom. Problems that, unfortunately, can't always be solved in the same ways from year to year. Teaching is a constantly evolving art form requiring us to be flexible and creative as we figure out why Jose isn't learning letter sounds or why Suzanne always ends up with a stomach-ache at math time or why Itzel's handwriting is illegible despite weeks of interventions. It's what makes coming to work interesting and, by this time of year, intensely frustrating.

While in New York not long ago for the Teacher's College Coaching Institute, I attended a break-out session with Shanna Schwartz about creating grade level inquiries to help us solve these types of problems. She walked us through a 5-step inquiry that a grade level team at a NY elementary school had undertaken after they'd noticed the volume of writing in January was lower than it had been in December. Shanna's steps, and the NY teachers’ example, follow:

1) We observe - The second grade teachers looked at student work and put numbers to what they saw. Rather than just say, "They're not writing as much", they noticed that students were writing on average 3-4 sentences in January when in December they'd been writing 8-9 per day.

2) We raise questions - They asked, "Why did they write more last month than this month?

3) We come up with hypotheses - The teachers realized that they'd changed genres, from fiction to persuasive, and so hypothesized the students needed more knowledge of the genre. They also hypothesized that students needed higher level models of good persuasive writing to raise the quality of their writing.

4) We try something - To help with creating higher level persuasive writing models, the teachers found mentor texts in the real world, such as book reviews on Amazon and restaurant and movie reviews in the paper. They created exemplars (great examples of persuasive writing) for students to study, and kept them in front of students for the duration of the study. Finally, they intentionally demonstrated their own persuasive writing in front of students during mini-lessons. In addition to this creation of higher level models, they also had the students formulate volume goals by drawing a smiley face on the line of their paper where they planned to write to each day.

5) We reflect and adapt - After a period of "trying something", the teachers re-evaluated where their students were, again putting numbers to the results. They found a marked difference in the amount the students were writing. After discussion, they decided the results had more to do with creating better models of persuasive writing and less to do with the daily writing goals. Their conclusion: They needed to use better models with all future writing genres. The learning from this inquiry study needed to expand beyond just this writing unit.

In the future, with the rise of teacher accountability and Race To The Top, we'll be asked to reflect on potential solutions to issues as part of our yearly evaluations. This version of the scientific method is a simple yet effective way to solve the problems we so often experience as teachers.

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