Blog #4 Instructional Strategies

Donald Graves (2004) states "Writing is after all, a medium for learning to think"(p. 90). According to both Hick's and Tompkins instructional strategies, writers should consider using writing to question, clarify what you read or write, as well as to synthesize information. When I read or write, the element that I focus most includes writing to question. When I read or write a text, I tend to use the headings, subtitles or explanations that author use to prove a point to the audience. When I look at a heading in the text, I usually form it into a question, therefore later I can reflect back and answer the question in the margins if I can locate it in the text. I usually give myself at least 10-15 minutes per page to write down any questions that I am curious about. This allows me to notice if I am capable of answering them in greater detail. Usually when I write questions based on the headings or the title, I am able to understand the passage in more depth and is able to make connections with my own personal experiences. Sometimes, I begin to set goals as well as monitor my writing pieces to get more involved in my learning (Tompkins 2019).

       Another element I concentrate on would be clarifying. I give myself plenty of time to make sure my sentences make sense and I am grabbing the reader's attention. I believe that clarfiying is a huge component because it helps me know if I have retained any of the information given and allows myself to notice if I comprehended what the author is conveying.  In addition, it encourages you to deeply think about the passage or any thoughts and ideas you may write. Re-reading your writing piece can give you motivation to generate more ideas that you might think are important to write about. I believe that writers who re-read are highly more effective than students who do not re-read their work. Sometimes when I clarify, I try to keep the ideas I already have, but attempt to write it differently to determine if it makes sense.

      Another component would be making connections. When I write or read, I tend to use this strategy the most because I can relate some of the author's ideas to my personal experiences. For example, if the passage is speaking about the teaching process, I can relate to this because I have been placed in many classrooms who have utilized a variety of instructional strategies in different grade levels in which Tompkins explains in his text. I spend the majority of my time making connections with the passages while using text to self, text to text and text to world.

   Another component I focus most on is reflecting on my work. In my field observations and student teaching placements, I was asked to reflect on my teaching as well as reflecting on what I learned from my cooperating teachers that I worked with. I choose to reflect each day on what was challenging and what I enjoyed while working with many students in the classroom. As a future teacher, I will consider reflecting on my own teaching each day in order to become a better teacher. Lastly, I will encourage myself to use different strategies as well in order for my students to reach success.

     I choose to engage in this thinking because it assists me to become more aware of what I am reading or writing. Also, I have the opportunity to notice my strengths and weaknesses when it comes to writing pieces representing different genres. The habits of mind that I would change in order to fully engage while writing would include to be more open and willing to consider new ways of thinking in the world (NCT 2011). Meanwhile, I will try to become more sensitive to the texts I am reading as well as acting upon new knowledge that I have already discovered. I attempt these strategies in order to understand the content I am learning. In addition, I will take risks by exploring questions that are unfamiliar to me. Furthermore, I try to use some deep thinking in order to fully develop my ideas when I write to gain more knowledge. Lastly, I will encourage myself to conquer challenging texts that I have not read before to determine if I sustain interest in them. This is why I believe that the writing to learn process is essential when teaching students in the classroom.

References

Hicks, T. (2013).  Crafting digital writing.  Portsmouth, NH:  Heinemann.

Tompkins, G. E.  (2019). Teaching writing:  Balancing process and product (7th ed.).  Upper Saddle River, NJ:  Merrill.

Council of Writing Program Administrators, National Council of  Teachers of English, & National Writing Project. (2011).  Framework for success in postsecondary writing.  Retrieved from http://wpacouncil.org/framework/