(Page 188) “Fact is, we struggle with coverage versus depth every day. We can tell ourselves we must get to it all for the standardized test, but if the kids don’t learn from a quick buzz-through, they still won’t do well on the test.”
I think the breadth over depth issue is one of the biggest problems we have to tackle. It always seems like more and more is added to what we’re expected to teach, and we don’t have time to get it all in. But are the kids really learning anything just because we can say we went over it? I once heard a presenter say, “Oftentimes when we cover the standards, we cover the standards.” He meant that we end up smothering what it is that we’re supposed to be doing—TEACHING the kids! I think the writing workshop concept can sound a bit intimidating to do in class, but Daniels et al did a pretty good job of breaking it down, so that it can be very doable. It definitely provides an atmosphere where students are supported in their writing and have the opportunity to get some feedback. If mastery is our goal, as we talked about when we read Wormelli, then doesn’t it seem obvious that something is going to have to give? I don’t think we’ll ever have enough time to effectively teach every single standard in our given subjects, but what we can do is teach effectively so that students can benefit from our instruction even after they leave our classrooms.
I think the breadth over depth issue is one of the biggest problems we have to tackle. It always seems like more and more is added to what we’re expected to teach, and we don’t have time to get it all in. But are the kids really learning anything just because we can say we went over it? I once heard a presenter say, “Oftentimes when we cover the standards, we cover the standards.” He meant that we end up smothering what it is that we’re supposed to be doing—TEACHING the kids! I think the writing workshop concept can sound a bit intimidating to do in class, but Daniels et al did a pretty good job of breaking it down, so that it can be very doable. It definitely provides an atmosphere where students are supported in their writing and have the opportunity to get some feedback. If mastery is our goal, as we talked about when we read Wormelli, then doesn’t it seem obvious that something is going to have to give? I don’t think we’ll ever have enough time to effectively teach every single standard in our given subjects, but what we can do is teach effectively so that students can benefit from our instruction even after they leave our classrooms.
I know you all are broken up that this is your final blog post for SCRI. I have thoroughly enjoyed working with y’all, and I hope you have enjoyed the study group just as much. As you reflect on the last year (or two or three), what do you think has been most beneficial to you in regards to being a part of our study group?
I came up with an idea this evening, and thought I’d throw it out there to y’all to see what you think. I promise my feelings won’t be hurt if you don’t like it or aren’t interested. Since I’m sure some of you will go through withdrawals not having to write a blog anymore (I’m sure they’ll be as bad as the ones for not having to complete SCRI surveys), is anyone interested in reading a professional book next year and just blogging about it? I was thinking perhaps we could do Gallagher’s new book or maybe one of the ones we looked at during the book pass. Obviously, school money is going to be tight, so everyone would have to purchase their own books, but I’d be happy to order them all and get a new blog going if you’re game. Granted I won’t be at Airport, but I would be happy to do it as a community service project. Let me know what you think.
