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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
FullText Text:
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  Data: Scaffolding for Independence: Writing-as-Problem-Solving Pedagogy
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  Data: <searchLink fieldCode="AR" term="%22David+Slomp%22">David Slomp</searchLink><br /><searchLink fieldCode="AR" term="%22Rita+Leask%22">Rita Leask</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor+Burke%22">Taylor Burke</searchLink><br /><searchLink fieldCode="AR" term="%22Kacie+Neamtu%22">Kacie Neamtu</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsey+Hagen%22">Lindsey Hagen</searchLink><br /><searchLink fieldCode="AR" term="%22Jaimie+Van+Ham%22">Jaimie Van Ham</searchLink><br /><searchLink fieldCode="AR" term="%22Keith+Miller%22">Keith Miller</searchLink><br /><searchLink fieldCode="AR" term="%22Sean+Dupuis%22">Sean Dupuis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Journal%22"><i>English Journal</i></searchLink>. 2018 108(2):84-94.
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  Data: 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
– Name: PeerReviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 11
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Proposals%22">Program Proposals</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.58680/ej201829881
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  Data: 0013-8274<br />2161-8895
– Name: Abstract
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  Data: 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.
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  Data: 2024
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        Value: 10.58680/ej201829881
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      – Text: English
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        PageCount: 11
        StartPage: 84
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: Program Proposals
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      – SubjectFull: Middle School Students
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      – SubjectFull: High School Teachers
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Problem Solving
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      – SubjectFull: Writing Skills
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Canada
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      – TitleFull: Scaffolding for Independence: Writing-as-Problem-Solving Pedagogy
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