5 Ways to Increase Students’ Engagement in Writing

經過幾年的教學後，我開始厭倦了按照腳本課程的介紹。當然，有好處。孩子們在結構上蓬勃發展，它可以作為教師的工具，尤其是那些剛剛開始發展自己的工藝的人。但是，如果我不得不說：“昨天我們學到了……現在看著我……”又一次，好吧，你明白了。

我很無聊 - 如果我很無聊，你敢打賭我的學生一定是。但是，出於這種無聊（得益於我的掃盲專家的支持），五種策略蓬勃發展，這些策略使我的教學充滿了新的生活。

1. The Grapple

This is a type of instructional strategy I developed after being inspired by our math curriculum, which starts with an element called the “anchor task.” In her article “Anchor Task: What?為什麼？如何？” Amy Bilek explains that an “anchor task is a problem given to students at the beginning of a math block that provides an opportunity to activate prior knowledge, requires students to collaborate and ask questions of each other, and promotes an environment for students to productively struggle and persevere in problem-solving” while still working in the zone of proximal development.

我認為以書麵形式嚐試一下會很有趣。抓鬥在課程開始時具有簡短的詢問或指導性練習。例如，老師可能會發布學生寫作的段落，並提出一個廣泛的問題，例如：“作者做出了什麼好選擇？轉交談。”瑪麗安·斯莫特（Marian Small），作家兼國際專業發展顧問，可以將這種調查稱為“open questions” because one question can meet the needs of a broad range of learners, since the question is not too narrow. After turning and talking, students can share what they noticed. The teacher then calls on several students until one of them mentions the strategy of the day.

Students feel empowered when they’ve determined the learning target/objective of the lesson before teaching has even begun. This also gives student writers an opportunity to notice multiple strong writing choices.Jo Boaler(professor at Stanford University and author ofLimitless Mind) might talk about these as “low-floor, high-ceiling tasks.”Low floorrefers to accessibility for students needing improvement in the class, whereas高高的天花板reaches the most advanced learners who can continue to find challenges. This concept encourages students to be actively engaged while leading their own learning.

2. Student-Created Anchor Charts

After participating in a Grapple, students are tasked with trying the strategy of the day in their own writing. I then make an anchor chart naming the strategy with examples of student work. For example, my anchor chart might say, “I can elaborate by adding feelings, action, and dialogue.” I would then attach our mentor text’s example and student examples where feelings, action, and dialogue were added. This would give students motivation to try out the strategy in hopes of being featured on our anchor chart.

被特色的學生感到自豪和成功（最終，所有作家在全年的某個時候都有特色）。其他學生將這些圖表稱為工具，以幫助他們改善寫作。這些錨圖表總是值得美麗而Pinterest嗎？不，但是它們是真實的和有目的的。另一個好處是，錨圖表支持學生發展彼此成功的心態。

3.免費寫作時間

免費的寫作時間為學生提供了讓自己的創意蓬勃發展並將自己視為作家的空間。我每天給學生5分鍾的免費寫作時間。我喜歡在午餐後做這件事，當學生可以從安靜的活動中受益，以幫助自我調節回到學術環境中。在星期五，我們參加了作者的分享時間（大約20-30分鍾），當學生作者可以注冊一個插槽以與全班同學分享他們的寫作。自從啟動此事以來，我的作家比以往任何時候都多。

4. Oral Brainstorming

口頭頭腦風暴有助於建立班級社區。無論類型如何，學生都可以與同齡人和老師分享自己或其他主題。例如，當集思廣益的敘事故事思想時，學生可能會使用提示“我記得一次……”的提示時分享思考寫作時，學生可能會與提示分享“我喜歡的東西是……”或在非小說中分享writing, students might share with the prompt, “Something I know a lot about is...” If you’re having trouble fitting this into your writing block, try incorporating these prompts into a morning meeting.

研究證明，口頭計劃是寫作過程的關鍵。語言藝術方法書籍敦促潛在的老師通過熟練口服語言來發展兒童的寫作能力。這些文本通常將早期寫作描述為“寫下來。”專家們承認，寫作開始時寫下來。盡管這項研究可以追溯到1983年，但今天仍然很重要。

5.寫一個真實的教師導師文字

當老師脆弱並與學生分享自己的寫作時，這會有所回報。在年初的敘事寫作單元中，我分享了自己的四年級經驗。我寫，編輯和修改了我被召喚到校長辦公室的時間。我的四年級學生與這個故事建立了聯係，對寫作，學習教訓感到興奮，不僅將我視為他們的老師，而且是人類和作家（他們現在更願意接受反饋）。通過分享我們的故事，我們可以與學生分享我們的身份的一部分。這樣做會創造一個環境，使他們可以與我們做同樣的事情感到舒適。

好消息是，這些策略可以通過進行小型轉變來納入現有課程。他們不僅可以幫助作家改善自己的技巧，還可以提高參與度。我希望，如果您嚐試這些小型轉變，您會看到積極的結果。