The Teaching as Inquiry (TAI) model is designed to improve both the delivery of content, and the experience for the students. In essence, TAI is a process that encourages teachers to change their practice in order to enhance success for all students. My TAI aim is to raise awareness of the complexity that students can bring to their writing by the act of adding layers. To help with the awareness of these layers, I have looked at what the assessment standards give us, and also the Learning Progressions Framework (LPF.)
But is it enough to just be aware of these layers? How do students check that they have added enough depth to their writing? I created the resource above to help. In this exercise, students are required to find someone to check their work; someone they trust; someone that is not me. I will of course be one of the checkers, but it simply is not good enough to wait for my feedback. Some students naturally turn to their peers and get them to read their work. This checklist should help with the process. But what about those students that don’t necessarily want their peers to look at their work? One boy in my class said that he didn’t want his friends to see his work until it was, in his mind, perfect.
So I’ve opened the activity up. My instruction was: Find someone that you trust to read your work. That someone might be a relative, a past teacher, a peer in another school. And the other thing that I reminded my students was that they should get the checker to be critical. And then, when they are given constructive criticism, that they should act on it. Not sulk about it. Because let’s face it, their writing can and should feel very personal, and therefore, they get protective over it.
To clinch the deal, I made this poster to highlight the Ako Orewa questions they should be able to answer during the whole writing process. This should help with developing their agency.
Thanks to Richard Wells for the critique on my original poster.