Building student self-efficacy in writing

Brianna Gee & Lesli Morris

brianna.gee@

canyonsdistrict.org

lesli.morris@

canyonsdistrict.org

How has student writing changed since the COVID-19 pandemic?

Talk to your neighbor

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Our Goal

Increase student independence and ownership with their writing = student

self-efficacy

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The Framework

Research Article

“real world, gate-opening genre”

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• Skill lesson to introduce genre element or skill
• Use of models
• Students practice skills
• Students share writing
• Students practice again in their own op-ed
• Students receive feedback
• Students revise
• Based on student work, plan for the next day.

Self-Efficacy Pre and post Survey

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Self-Efficacy Pre and post Survey

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Diego

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3 Strategies

Co-constructing

Meaning

Wrap Around Feedback

Model, Model, Model

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Co-Constructing Meaning

“Cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partner's co-construct knowledge.”

-Vygotsky

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Co-Constructing Process

• Use model texts that are exemplars of a concept.
• Students identify characteristics.
• Individually they write the definition.
• Partner up and construct a new definition by combining their thoughts (co-construction).
• Get together in teams of 4-5 to co-construct a definition.
• Write definitions on the board.
• Whole class co-constructs a definition.

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The Teacher becomes the fascilitator and guide.

Results: Credible Sources CFA 2

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Model, Model, Model

“Modeling is essential to strategy instruction. Young writers need to see another (more experienced) writer using the strategy and talking about it while they do so.” (Dean 51)

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Model Texts

Introductions

1. How ‘recommender systems’ Polarize us on Social Media

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2. General Education Needs to Include More Adulting Skills

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3. Forget Trophies, Let Kids Know it’s O.K. to Lose

Mentor Texts:

Model Texts

Using mentor texts as our guide, students learned how to use embedded transitions and revise their drafts.

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This I Believe Essay: Jackie Robinson

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Modeling Skills & Gradual Release

Gradual Release of Responsibility:

Impact on Efficacy

Teachers Modeling Writing

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Lesli’s Writing with Students

Student Samples

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Feedback

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“We know our writers grow more when we give them feedback in the midst of drafting. . . . Rather than waiting for drafts to be finished, we do this essential work midprocess. We do this so students can revisit their writing with [the feedback] in mind.” (Gallagher & Kittle 110)

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“We do our students no favors when we see a piece of writing once-just to grade it. We know how it feels to have our entire year of teaching “graded” on a single observation by an administrator. Our students feel this same sense of injustice when the first time they receive detailed feedback on their work when it is graded. It’s too late-their confidence is torpedoed.”

(Gallagher & Kittle 111)

Wrap Around Feedback

• Teacher moves from desk to desk each day.
• Student-led, not teacher directed
• What questions do you have?
• What are you working on?
• What are you struggling with?
• We suggest, not tell.
• Students get feedback at each step and we as teachers read their writing multiple times.

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“If we tell students what to do, we take away their control of their writing.” (Gallagher &

Kittle 95)

Peer Feedback

“In practice, peer feedback requires preparation and thoughtfulness--and persistence” (Dean 76).

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Peer Feedback

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3 Strategies

Co-constructing

Meaning

Wrap Around Feedback

Model, Model, Model

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The Framework

• Skill lesson to introduce genre element or skill
• Use of models
• Students practice skills
• Students share writing
• Students practice again in their own op-ed
• Students receive feedback
• Students revise
• Based on student work, plan for the next day.

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Results

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Average Grades

# of essays not turned in

# of essays plagiarized

5th

70%

6

1

7th

84%

1

1

What would we change?

• Time - we would often run out of time at the end of class for reflection
• Integrating Julius Caesar - trying to force an inauthentic text connection with writing
• Next year: restructuring the unit plan or choose a different text

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Original vs New

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Authentic Writing

How can you change a prompt into an authentic writing experience?

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Other Benefits we saw / Tips

• Able to detect plagiarism easily
• Easy to find mentor texts for an Op Ed - because it is real world
• Suprised by their topics - better
• Changed the environment in the room - shared their topics

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Be Flexible - Change your plans

Recommended Resources

Dean, Deborah. What Works in Writing Instruction. National Council of Teachers of English, 2021.

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Early, Jessica and Meredith DeCosta. Real World Writing for Secondary Students. Teachers College Press, 2012.

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Gallagher, Kelly and Penny Kittle. 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents. Heinemann, 2018.

Get a copy of the slides here

Unit Plan Notes - these are our real notes. You can see the changes we made throughout the process.

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024

Building Student Self-Efficacy in Writing - Slides UCTE 2024