After reading the article presented by De La Paz (2010), it highlighted some of the expectations for students in Grade K to twelve by the NCTE. Initially, I thought that these expectations were unrealistic, especially with the diverse students and the capabilities in today's classroom. Moreover, I felt that it demanded teachers to be miracle workers in their quest to fulfil these expectations. For example, NCTE puts forward that students should be able to use effectively the different genres , with complete knowledge of the skills demanded to complete those pieces, taking into consideration audience and purpose. I am not in the view that this is unachievable, however, I do question how possible this is with each student? This question puzzles me when it is apparent that not every child is at the cognitive level expected for his chronological age. Some students in the twelfth grade are still unable to read fluently. Thus, how are they expected to write effective pieces?
The article nonetheless presented the view that students are indeed writing despite the common myth that they are not. I do agree with this statement because students write via the mediums provided by technology. For instance, the students are blogging, always using twitter, posting comments on facebook, sending emails and text messages or instant messaging via their Blackberries. Thus, as teachers before we conclude that our students do not engage in writing, we should explore these alternatives by in cooperating these mediums in our classroom. This will enhance students' motivation, since the writing becomes personal. Therefore, as teachers we can encourage students personalisation of work by helping students find their own voice. This can be done through the themes selected thus, providing them with choice and using a combination of genres. Students can express themselves using journals or engage in free writing.
In an effort to aid students in becoming better learners, Graham, Harris, MacArthur, & Schwartz (1991) Harris & Graham (1996) developed an approach referred to as the self-regulated strategy.
Self - Regulated Learning Strategy
Learning which is guided by metacognition (thinking about one's thinking), strategic action and the motivation to learn. (Butler and Wunne, 1995; Winne and Perry, 2000).
The learners
- are cognisant of their academic strengths and weaknesses
- have a repertoire of strategies for tackling academic tasks
- are self-observatory
Development of Self Regulated Strategies
Deshler ans Schumanker (1986) posit that in self- regulated learning, students learn task specific strategies for composing such as planning and revising. The learning is scaffolded to help them master the use of the strategies. Students learn goal setting, self instruction and self monitoring.
I believe that teaching students to become self-regulated learners is of paramount importance. Students learn to become independent of the teacher and take responsibility for their learning. This development of independent learners, will encourage students to take ownership of their learning and aid with the transition into tertiary education or distance learning where the lecturers are only facilitators.
Teachers therefore, have the responsibility of modelling and helping students identify verbal statements and physical actions. Moreover, teachers are to promote student mastery of the targeted writing process. Hence, as teachers we need to become and understand what it means to be a self- regulated learner in an effort to develop our students.We must teach our students strategies for planning and revising their work.
As we discussed in the previous blogs, there are many strategies which students can use to plan their work such as Webbing and Brainstorming.
In addition to planning, students must also be taught strategies to revise their work and that of their peers to provide feedback. Some of the strategies which can be used are self- assessment checklists and rubrics.
Teaching our students to plan and revise independently is beneficial to the students . This improves
- their quality of writing
- their approach to writing
- their self- efficacy
Harris and Graham (1996) suggest these stages when teaching self- regulated strategies:
- Activate student's prior knowledge
- Discuss the strategy and obtain students' commitment
- Model the use of the strategy and self-regulated statements.
- Demonstrate mastery of strategy
- Provide opportunity for collaborative practise
- Encourage independent practise
The following is a video to help provide further clarity on Self- Regulated Learning.
The article also puts forward the need to employ Cognitive Strategy Instruction (CSI).
Cognitive Strategy Instruction (CSI) is an instructional approach which emphasises the development of thinking skills and processes as a means to enhance learning. It is aimed at enabling students to become more strategic, self-reliant, flexible and productive in their learning endeavours. (Scheid, 1993)
Halpern (1996) adds that CSI is based on the assumption that there are identifiable cognitive strategies which can be taught to most students.
Read (2005) posits that Cognitive Strategy Instruction is effective especially for students with learning disabilities. Students with learning disabilities often do not develop the types of strategies that their normal peers do as suggested by self- regulated learning. Cognitive Strategy Instruction utilises a combination of strategies to aid students through modelling and memorising.
I agree that these strategies are critical to our classroom teaching to cater for every student in our class. It is important that we create an inclusive environment in our classrooms. I am eager to implement some of these strategies in my classroom in order to be a more effective teacher and to develop autonomous learners.
http://www.unl.edu/csi/teachingstrategy.shtml
http://edutechwiki.unige.ch/en/Cognitive_strategy_instruction
http://edutechwiki.unige.ch/en/cognitive_strategy
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