Scaffolding for Independence: Writing-as-Problem-Solving Pedagogy
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| Title: | Scaffolding for Independence: Writing-as-Problem-Solving Pedagogy |
|---|---|
| Language: | English |
| Authors: | David Slomp, Rita Leask, Taylor Burke, Kacie Neamtu, Lindsey Hagen, Jaimie Van Ham, Keith Miller, Sean Dupuis |
| Source: | English Journal. 2018 108(2):84-94. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Foreign Countries, Grants, Program Proposals, Middle School Students, High School Teachers, Middle School Teachers, High School Students, Scaffolding (Teaching Technique), Knowledge Level, Intellectual Disciplines, Writing Instruction, Problem Solving, Teacher Collaboration, Metacognition, Writing Skills, Personal Autonomy |
| Geographic Terms: | Canada |
| DOI: | 10.58680/ej201829881 |
| ISSN: | 0013-8274 2161-8895 |
| Abstract: | According to the authors, Horizon Writing Project (HWP), is a collaborative research project that emerged from a mentorship program implemented for language arts teachers in southern Alberta, Canada. Seven English teachers participated in the project: Rita, Sean, Jaimie, Taylor, and Kacie, who teach senior high, and Keith and Lindsey, who teach middle school. Since 2014, the authors have worked together as co-researchers on the HWP to design the pedagogical model, the writing tasks students would be assigned, and the project's data collection processes. The goal of the HWP was to develop a writing pedagogy that fosters student independence on writing tasks they might face outside of the classroom. Each class would devise a project to address a community need, select a funding agency that might support the project, and then complete and submit a grant proposal to the selected agency. As students collaborated on these tasks, they would also develop individual writing portfolios, visual analogies, and class graffiti walls. The ultimate goal of any writing teacher is to prepare students for life beyond the classroom. Traditional scaffolding prepares students to replicate the same writing tasks over and over again; the metacognitive scaffolding we are developing prepares them, instead, to thrive when faced with novel writing tasks throughout their writing lives. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1431967 |
| Database: | ERIC |
| Abstract: | According to the authors, Horizon Writing Project (HWP), is a collaborative research project that emerged from a mentorship program implemented for language arts teachers in southern Alberta, Canada. Seven English teachers participated in the project: Rita, Sean, Jaimie, Taylor, and Kacie, who teach senior high, and Keith and Lindsey, who teach middle school. Since 2014, the authors have worked together as co-researchers on the HWP to design the pedagogical model, the writing tasks students would be assigned, and the project's data collection processes. The goal of the HWP was to develop a writing pedagogy that fosters student independence on writing tasks they might face outside of the classroom. Each class would devise a project to address a community need, select a funding agency that might support the project, and then complete and submit a grant proposal to the selected agency. As students collaborated on these tasks, they would also develop individual writing portfolios, visual analogies, and class graffiti walls. The ultimate goal of any writing teacher is to prepare students for life beyond the classroom. Traditional scaffolding prepares students to replicate the same writing tasks over and over again; the metacognitive scaffolding we are developing prepares them, instead, to thrive when faced with novel writing tasks throughout their writing lives. |
|---|---|
| ISSN: | 0013-8274 2161-8895 |
| DOI: | 10.58680/ej201829881 |
