Tag Archives: self-reflection

#SOL21: Self-evaluation


I had a plan to construct a 9 x 11 quilt out of 10 inch blocks (raw size 10.5 inches). I had a pattern. I had fabric. 35 different fabrics because I didn’t want a lot of repetition in some of the columns. Column 1 and 9 were organized as planned with just a few shifts to ensure that certain colors were not adjacent. Columns 3 and 7 used fabrics for the most part that were NOT included in columns 1 and 2. Column 5 in the middle was a blended mix of squares combined from column 1 and 3. (After all it’s the middle column!)

Fairly simple. I constructed the squares – each with 7 pieces of fabric. I laid them out on the pool table to check the patterns. I shifted and revised some: flipping end over end broke up a line that wasn’t meant to be or reversed the original pattern. Column 1, after all, consisted of 45 stripes. A veritable vertical feast of colors.

When you view the grid above, it becomes obvious that the placement of the blocks needed to be done in an orderly fashion to match the pattern. But which concerns should receive priority? Blocks with 2 seams, 3 seams, or 4 seams?

I quickly became adept at checking for two or three specific fabrics as my love for them caused them to be included at a higher frequency rate. I knew that checking in advance would keep the dreaded frog away . . .

RIP IT!

Rip it!

RIP IT!

Not my friend. Physically “revising” by ripping out fabric in a quilt.

Last Tuesday, I needed to make a decision. I knew that two blocks bothered me. How much? Enough to rip out? I couldn’t decide. But they did bother me ENOUGH that I decided to construct the quilt rows in two different pieces so I could manage the fabric more easily ( 90″ in width and 60 ” in length).

Here is what I was facing. Two fabric colors were too similar.

Should I replace them? If yes, with what color or pattern.

It wouldn’t be too obvious to anyone else without a fair amount of studying the pattern.

Here’s where the plan failed in execution.

I waged an internal debate.

Who would notice? Who would care? Would it really be that noticeable to others? Was it good ENOUGH as it was?

Would my nephew notice?

And I instantly thought of other times in my life.

Did I settle for good ENOUGH?

Was this about the final product? Or the process? OR both?

I’m not YET jammed for time, so should I do it “correctly” as defined in my planning?

OR should I “LET IT GO?”

PAUSE. Can you name a time when you have been faced with a similar quandary? What helped you make your decision? Did you have any regrets? How would you evaluate your own QUALITY of work?

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Thank you, Two Writing Teachers, for this weekly forum. Check out the writers and readers here.

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Like Paul Harvey

“And now for the rest of the story . . .”

Have you predicted my response to my self-evaluation?

Yes, I spent 90 stinking minutes ripping out and replacing the four fabrics in the block that did not match. I could NOT leave it as it was.

My biggest project to date: Quilt number three, a 90″ by 110″ project.

How do we know students are making progress in writing?



Tuesday is the day to share a “Slice of Life” with Two Writing Teachers. Check out the writers, readers and teachers here. Thanks to Stacey, Anna, Beth, Tara, Dana and Betsy for creating a place for us to work collaboratively.

 

Writing has become a more “urgent” focus in many schools due to the College and Career Ready K-12 Anchor Standards listed here:

W.1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 How do you KNOW when students meet these standards?
What about instruction?

There are specific grade level standards that further illuminate the expectations for the end of the grade for each of the 13 years that students are in school.  Materials can be found for both instruction and assessment at all grade levels.  As a critical consumer, you can sift through those resources to find the ones that provide authentic writing opportunities for ALL students and a plethora of evidence of student growth.

What about assessment?

A three page checklist with a variety of “levels” describing writing for students in grades K-5 can be found here. This checklist is aligned with the Common Core writing standards that are outlined above.  Districts using standards-based reporting systems also have several variations of checklists or rubrics designed to measure “growth”.  Can you tell if a student is “making progress” from this checklist?

. . . Student Role in Assessment?

However, a system of measurement would be remiss if it did not provide student self-assessment of writing progress.  That progress can be captured in the children’s own words as in Dana Murphy’s blog here:  “What Do You Know About Being a Writer?”  The words of kindergartners remind us that reflection on learning needs to begin early – In kindergarten!

Are all students developmentally ready for writing when they enter kindergarten?  The chart below would suggest that there are many levels that can be “named” for early writing stages.  Waiting for “readiness” is not the answer.  Lack of quality writing experiences prior to school is also not an acceptable excuse.

Building a need for writing is critical from the first day of kindergarten.  How and when can and should the student be writing?  The end goal for the kindergarten year is “writing” and will require both instruction and practice each and every day of school. However, quality writing instruction can and should accelerate student writing because kindergartners are encouraged to “draw and write” all year long.

Will EVERY student go through every stage?

Perhaps not.  Maybe splitting out so many stages really just slows down the learning for students.

Will it be hard work?

Sure!

Will it require change?

Quite possibly!

Do kindergarten writers deserve quality instructional opportunities that engage them in authentic learning?

dev. stages of writing

 

 

 

 

 

 

 

 

 

 

 

 

 ABSOLUTELY! 

Consider this:  “Revision may seem like something older kids do, but really kindergartners revise in the block center so why not in writing.” -Lucy Calkins (TCRWP Saturday Reunion, 10.18.2014)  Check your beliefs at the door.  Open your eyes and mind to the standards to see which ones are “Mission Possible” for kindergartners.

Are teacher beliefs holding students back?
Is growth about counting the levels or writers who who read, talk, and do the real work of writing EVERY day?

Once students are sure that they have stories to share, they will be able to write those stories!  Once writers are TAUGHT at all grade levels, writing quality will improve.  No more assigning writing.  No more teaching writing.

Assigning writing vs. teaching writers

 

TEACH WRITERS!

 

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