Presentation by: Amy Higgins
Session: A | Time: 9:00 AM-9:40 AM | Location: Room 200
This presentation seeks to provide an overview of practicing Primary (K – 3) teachers’ approaches to writing instruction and assessment with the Redesigned Curriculum in mind. As Primary teachers, we know that we have a responsibility to equip our students with the basic writing skills that they will need to succeed in school and life. In the twenty-first century, the ability to express oneself clearly in writing remains crucial for professional success (OECD/CERI, 2008). We also know that the Redesigned Curriculum emphasizes inquiry-based learning. Inquiry is a powerful way to capitalize on children’s natural ebullience and curiosity; as teachers, we want to engage our students in hands-on, meaningful, inquiry-based activities. How can we fit it all in? How can our students share their knowledge about topics of inquiry independently while they are still learning the basics of writing? How are we to make the writing process meaningful for our students? And how can we teach students to develop not only proficiency in writing, but, perhaps more importantly, a love of writing?
When provided with an appropriate level of scaffolding, emerging writers are very capable of constructing their own knowledge about topics of interest and importance to them. Through writing, students can explore real-world questions, develop the core competency of communication, and learn problem-solving skills. Play-based learning in the early years provides the foundation for future academic success (Bergen & Coscia, 2000; Pellegrini, 1995; Klugman & Smilansky, 1990); therefore, incorporating writing into play, and vice versa, is a powerful way to develop students’ early literacy skills. In inquiry- and play-based classrooms, there are many opportunities throughout the day for students to use drawing and writing to share thoughts, memories, and experiences. When students draw designs in the building centre, make shopping lists in the house corner, or develop stories about paintings they’ve made, they’re learning to write! As educators, our role is to capitalize upon these opportunities, providing descriptive feedback as necessary that empowers students to take the “next step” in their writing. This presentation will provide “real-world” examples of teachers’ best practices, reflections, and lessons learned.
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