Teaching Adolescent Writers, Chapter 4
“Voluminous reading alone does not make the writer, but those students who are readers come to the writing task with a marked advantage.” (Page 75)
It is rare that you have a student who reads a great deal but still has something lacking in his/her writing. (I actually can only think of two people I personally know that have this problem—one I taught and the other is an adult.) As students read more, they begin to adapt what they see in text to their own writings. This is yet another reason why SSR is so important. When students are given the opportunity to read what they want to read then they have writing models that they can learn from. Now, I am in no way whatsoever saying that I come close to the great J.D. Salinger (The Catcher in the Rye) when it comes to writing, but when I read his book as a teenager—one of only two books I read as an adolescence because I wanted to—I discovered a whole new way of writing, and without realizing it, I started using things in my writing that he does in his. Giving students lots of opportunity to read gives them the “polished” models they need as examples of good writing, but we need not forget to model our own writing process so they can see how messy it is to get to that final piece.
Fair Isn’t Always Equal, Chapter 9
“Is the teacher in the classroom to teach so that students learn, or is he or she there to present curriculum then hold an assessment “limbo” yardstick and see who in the class can bend flexibly and fit within its narrow parameters?” (Page 114-115)
I know this book isn’t nearly as entertaining to read as Gallagher’s, but it does provide a lot of things to think about. I had us complete the anticipatory guide in class last week to get you thinking about some of the ideas in this chapter and to hopefully make it a little easier to read. I’m not saying I necessarily agree with every little thing Wormelli writes (is there anyone you agree with 100%?) but as a result of reading, I will definitely change the way I do some things when I return to the classroom. I definitely have a different view of having students redo work for mastery after reading the second principle, “Avoid penalizing students’ multiple attempts at mastery.” Why should we expect all students to master the same thing at the exact same time? While most will probably fall within the parameters of what we are looking for, we do need to take into consideration those who take longer to develop. I’m not going to say any names, but I can think of a couple of students who took longer than their peers to be able to handle diploma-track classes. In fact, one didn’t pass one of the HSAP subtests until two years after he finished his finished all of his classes. But guess what? Even though it took him longer to get through, he finally “mastered” the test and is now a high school graduate!
“Voluminous reading alone does not make the writer, but those students who are readers come to the writing task with a marked advantage.” (Page 75)
It is rare that you have a student who reads a great deal but still has something lacking in his/her writing. (I actually can only think of two people I personally know that have this problem—one I taught and the other is an adult.) As students read more, they begin to adapt what they see in text to their own writings. This is yet another reason why SSR is so important. When students are given the opportunity to read what they want to read then they have writing models that they can learn from. Now, I am in no way whatsoever saying that I come close to the great J.D. Salinger (The Catcher in the Rye) when it comes to writing, but when I read his book as a teenager—one of only two books I read as an adolescence because I wanted to—I discovered a whole new way of writing, and without realizing it, I started using things in my writing that he does in his. Giving students lots of opportunity to read gives them the “polished” models they need as examples of good writing, but we need not forget to model our own writing process so they can see how messy it is to get to that final piece.
Fair Isn’t Always Equal, Chapter 9
“Is the teacher in the classroom to teach so that students learn, or is he or she there to present curriculum then hold an assessment “limbo” yardstick and see who in the class can bend flexibly and fit within its narrow parameters?” (Page 114-115)
I know this book isn’t nearly as entertaining to read as Gallagher’s, but it does provide a lot of things to think about. I had us complete the anticipatory guide in class last week to get you thinking about some of the ideas in this chapter and to hopefully make it a little easier to read. I’m not saying I necessarily agree with every little thing Wormelli writes (is there anyone you agree with 100%?) but as a result of reading, I will definitely change the way I do some things when I return to the classroom. I definitely have a different view of having students redo work for mastery after reading the second principle, “Avoid penalizing students’ multiple attempts at mastery.” Why should we expect all students to master the same thing at the exact same time? While most will probably fall within the parameters of what we are looking for, we do need to take into consideration those who take longer to develop. I’m not going to say any names, but I can think of a couple of students who took longer than their peers to be able to handle diploma-track classes. In fact, one didn’t pass one of the HSAP subtests until two years after he finished his finished all of his classes. But guess what? Even though it took him longer to get through, he finally “mastered” the test and is now a high school graduate!
12 comments:
Fair Isn’t Always Equal, Chapter 9
Teaching Adolescent Writers, Chapter 4
I must say I enjoyed reading Fair Isn’t Always Equal, chapter 9. I have to admit that I am not a fan of reading about assessment, but this chapter was interesting. I wholeheartedly agree with Wormelli that all students learn at different rates, but I also believe that we have to ensure that giving students multiple opportunities to prove mastery on an assignment does not mean they just get an extension in order to postpone studying or learning the material. I think there is a difference between giving hard-working, motivated students multiple opportunities to score a 100 and giving laid-back, underachieving students the opportunity to retake a test or assignment when they could have done extremely well the first time. In addition, unfortunately, some tests are a one-time thing. In this two hour testing period, students don’t get a second chance. What they score is an automatic 20% of their final grade. I guess you can tell that I do think it’s great for students to be given multiple chances to prove what they have learned…no matter if it does take them a little longer than others. After all, my goal is that all students learn, and this only helps me to better reach my goal.
Wormelli later writes,
“If we want grades to be accurate indicators of mastery, then we have to remove any barrier to students coming to know the material, as well as any barrier to their successful demonstrations of mastery…By the way, is it appropriate to offer those same graphic organizers to all students if we’re going to offer it to a few? Sure” (page 121).
Amen! I think there’s nothing wrong with giving assistance to all students, even when I know that are a handful that will benefit the most. I mean, I can’t say I always know who will struggle with an assignment and who won’t. My students are in the process of writing an essay for Romeo and Juliet. I provided them with a graphic organizer to gather their thoughts. There are certain students I know will benefit most from this graphic organizer, but I have no doubts that it will make the task easier for all of the students.
Chapter 4 of Teaching Adolescent Writers couldn’t have come at a more perfect time. My students have recently started a Persuasion Unit. In this unit, I’ll have them write persuasive essays. What better way for me to teach good writing in this unit than through studying the writing of excellent writers?! I think it’s a fantastic idea to have students write their own restaurant/movie reviews and then tweak them after they’ve read what model writers have written. I also love the Newsweek article that we read and analyzed as an anticipatory activity last class. I think these strategies are great ways for me to teach my students writing and reading analysis. I always love the strategies we learn in this class, but I really love it when things fall into place so perfectly!
Ch. 9 of Fair Isn’t Always Equal – “Imagine the negative impact on a student who needs another route, a few more examples, or another few days to process information before successfully capturing Boolean logic or a geometry proof.” (p. 114) As I was reading this chapter I made a note in the margin at the bottom of p. 114. My note says, “Multiple attempts at HSAP-200-standard; keep trying until they get it; no penalty for number of times attempted.” So Diane, I was delighted to read your mention of HSAP and the fact that students basically get an unlimited number of attempts to pass this test. The student that Diane refers to is one that I taught in Academic Support during my first year at Airport, 2005-2006. The best part of the story is that he is in now in his second semester of college at a small school in North Carolina. I had a similar experience with another one of my students. In April of 2008 she took the HSAP for the fifth time and made a 192 (or something close to that), so she walked across the stage but didn’t receive her diploma. She just passed the test on this last administration with a 200 and is now in her first semester of college. For both of those students they needed more time than their peers to get the material, but they finally mastered enough material to make that qualifying score. Most of the students that I work with Academic Support are like that. They can get the material, but maybe not as fast or in the same way as their peers.
Ch. 4 of Teaching Adolescent Writers – “I am finding many of my new students to be aliterate. They are capable, but for one reason or another, have not adopted a reading habit. It is the aliterate students more than anyone else in the classroom who benefit most from models prior to writing.” (pp. 75-76) This is so true for my students, because they struggle with their reading and writing. They haven’t read a lot in the past, and all they read right now is what they read during my class. Thirty minutes of daily independent reading is a great start, but they need to see many more examples of good writing. I try to furnish models, but I know I could do a better job of including more newspaper and magazine articles using the type of activity that we engaged in, in our last class. Interestingly, one of my girls has been reading the Drama High series during independent reading, and she is currently writing an original short story based on the content and style of those books.
Deb said...
Teaching Adolescent Writers: Chapter 4;
Fair Isn’t Always Equal: Chapter 9
Teaching Adolescent Writers-Chapter 4
In reading this chapter, Gallagher has again stirred my senses in helping me improve myself as a better teacher in developing and enhancing my young authors to greater possibilities.
I feel that I can relate to the author when he stated on page 76, “When I stand in front of my students, many of whom are nonreaders….”, he is reminded of what Stephen King once said: “If you want to be a writer, you must do two things above all else: read a lot and write a lot. The majority of my students are nonreaders and I want them to realize this concept. In doing so, I must do what the author is suggesting and demonstrating and that is modeling, modeling, and modeling. Gallagher states that in modeling we give our students a foundation so that when writing instruction occurs they will be more likely to instill into their writing those same concepts that good writers do.
I will definitely implement the strategies he suggested by using these models: Restaurant Reviews, Movie Reviews, Magazines, and Read-Around-Groups: Real-World Peer Models. Utilizing these strategies will improve and benefit my students to become better writers. My personal challenge is to make sure I take advantage and demonstrate all the resources that I am learning and receiving in order to make sure that my students receive maximum benefits to help them in their achievements.
Fair Isn’t Always Equal-Chapter 9
This book may not be entertaining to read, but I feel that this chapter is a must read. I agree with a lot of the concepts that Wormeli talks about in this chapter, and a lot of what he wrote I have always implemented in my classroom. I felt a bond or connection with the author in reading this chapter. As a special education teacher, I allow multiple attempts at mastery to make sure my students have the opportunities to be successful. I realize that not all students are at the same pace and they have varied rates of learning. The author states on page 114 that, “We’re out for students’ success, not just to document their deficiencies.” In reading this chapter, I felt that I am definitely doing something right in following this approach.
Secondly, some of the other approaches that I agree with the author are #3 and #9: #3 Avoid grading practice (homework) – this is exactly what it is practice not to be graded. I want to make sure I grade their work when I know that the students will show some success in what they are doing. #9 Avoid recording zeros for work not done- I will take every effort from the students that are demonstrating they are doing their best. If one student does 3 problems and another does more, I will grade what the student has done, because each one of my students varies in their proficiencies and capabilities.
Wormeli states to avoid group grading, but I have to admit that I have done this practice in my classes or I can say that I have used cooperative learning activities. I make sure though that my students does not receive a lower grade for another student’s lack of achievement.
This chapter has encouraged me and well as enlightened me to always make sure that my students are benefiting from the learning process as well as being challenged on a daily basis.
Deb said...
Teaching Adolescent Writers: Chapter 4;
Fair Isn’t Always Equal: Chapter 9
Teaching Adolescent Writers-Chapter 4
In reading this chapter, Gallagher has again stirred my senses in helping me improve myself as a better teacher in developing and enhancing my young authors to greater possibilities.
I feel that I can relate to the author when he stated on page 76, “When I stand in front of my students, many of whom are nonreaders….”, he is reminded of what Stephen King once said: “If you want to be a writer, you must do two things above all else: read a lot and write a lot. The majority of my students are nonreaders and I want them to realize this concept. In doing so, I must do what the author is suggesting and demonstrating and that is modeling, modeling, and modeling. Gallagher states that in modeling we give our students a foundation so that when writing instruction occurs they will be more likely to instill into their writing those same concepts that good writers do.
I will definitely implement the strategies he suggested by using these models: Restaurant Reviews, Movie Reviews, Magazines, and Read-Around-Groups: Real-World Peer Models. Utilizing these strategies will improve and benefit my students to become better writers. My personal challenge is to make sure I take advantage and demonstrate all the resources that I am learning and receiving in order to make sure that my students receive maximum benefits to help them in their achievements.
Fair Isn’t Always Equal-Chapter 9
This book may not be entertaining to read, but I feel that this chapter is a must read. I agree with a lot of the concepts that Wormeli talks about in this chapter, and a lot of what he wrote I have always implemented in my classroom. I felt a bond or connection with the author in reading this chapter. As a special education teacher, I allow multiple attempts at mastery to make sure my students have the opportunities to be successful. I realize that not all students are at the same pace and they have varied rates of learning. The author states on page 114 that, “We’re out for students’ success, not just to document their deficiencies.” In reading this chapter, I felt that I am definitely doing something right in following this approach.
Secondly, some of the other approaches that I agree with the author are #3 and #9: #3 Avoid grading practice (homework) – this is exactly what it is practice not to be graded. I want to make sure I grade their work when I know that the students will show some success in what they are doing. #9 Avoid recording zeros for work not done- I will take every effort from the students that are demonstrating they are doing their best. If one student does 3 problems and another does more, I will grade what the student has done, because each one of my students varies in their proficiencies and capabilities.
Wormeli states to avoid group grading, but I have to admit that I have done this practice in my classes or I can say that I have used cooperative learning activities. I make sure though that my students does not receive a lower grade for another student’s lack of achievement.
This chapter has encouraged me and well as enlightened me to always make sure that my students are benefiting from the learning process as well as being challenged on a daily basis.
Chapter 9 by Wormelli
I found this chapter to be very interesting. It made me really think about mastery. It is so true that students master things at different levels. I agree that students should not be penalized for multiple attempts at mastery. This should only apply to students who are really trying. A lot of students don't take their school work seriously. I don't think they should be allowed multiple attempts if they are not really trying. Multiple attempts should not be an excuse to goof off because they kniow they can try it again later.
I also agree with avoiding grading homework. I taught chemistry which had a lot of math. Students struggled with it so homework was their practice to compare and learn what they were doing wrong and what they got right. If I had graded they homework most would have never received a passing grade. I also agree with keeping homework at a low percentage in the overall scheme of grading.
Chapter 4 by Gallagher
I definitely agree that students who read more are better writers. When you read you learn new vocabulary and different ways to express yourself.
I like the feeding writing activity. I think that activity is a good way to get students writing, and I think it makes it easier for them. With the examples, the students second drafts were so much better than there first.
Teaching Adolescent Writers, Chapter 4
I found the quote about “lots of reading + exposure to intensive hands on writing” to be fitting and true. One of my students in particular is an above grader level reader and always has a book in front of him. However, his writing skills are quite sub par and I could never really understand that part. Reading this chapter helped the idea that this student hasn’t been “exposed to intensive hands on writing” really hit home.
There are also a lot my students whom I’d fit in the category of “alliterate.” Whether its wishful thinking or a true notion, I do believe many are capable but often refuse to or have not been introduced enough to the idea of adopting reading as a habit. I’m always asking myself “how do I reach the ones who seem unreachable?”
Like Ruthanne, I also think the restaurant reviews is a great idea for generating writing. I really liked the quite about, “How long? How long is a piece of string?” My students are always asking how long an assignment must be and 9/10 times do the absolute bare minimum. This to me is a great way to begin a thought process for them of not setting limits.
Reading Around Groups are something I’d like to try. I’m glad Wormeli brought up the idea of reminding students that sharing work is hard for adults too, but it’s something that must be done. It’s important to let kids see our faults in order to make them feel more comfortable too.
Fair Isn’t Always Equal, Chapter 9
While I do think participation/effort should count for a grade, I agree that it is not the equivalent to mastery and should be a small percentage. Yes, in the real world, you can be fired for not completing a job, even if you tried your hardest and that is a valuable lesson to learn. It’s also important to know and understand that higher effort often equals higher success and more confidence.
To me, the worst thing you can tell a student who is open about not comprending the work is to do the homework and you’ll get it. If they aren’t getting it with a professional, the likelihood of them getting it on their own isn’t all that great. I do think homework is a imperative tool to bridging new information from day to day, but I don’t believe it should be given a letter grade. Feedback is a must and I definitely think it needs to be checked for completion, but seeing as students do not all learn the same, it’s not fair to grade them the same when they are working out of school.
As for extra credit, dropping the lowest grade seems fair, as well as putting “challenge” or “bonus” points for everyone to try on the test. I agree that extra credit should not be allowed for students who are just looking to boost their grade. It’s offered to everyone equally, or not at all.
One part that I disagreed with Gallagher on was avoiding giving zeros for work not done. Yes, it may askew the mastery rate, but if the student didn’t bother to attempt the assignment, in my opinion, they don’t deserve any of the points.
Gallagher Chapter 4
More than anything in this chapter, I was amazed at the difference between the first and second drafts of the restaurant reviews. It was astonishing!! to see a student write one paragraph on the first attempt, study an expert, and write five to seven paragraphs on the second attempt. I know, I know. Everything I write comes back to German. But it honestly reminds me of the semesters I spent abroad. I only spoke to a select few native speakers. But I would hear them say something, and I would consciously work that structure or vocabulary into my conversation. (I honestly think it aggravated my exchange partner, because I was mimicking his style, but I am eternally grateful!)
Wormelli, Chapter 9
This chapter left me fairly undecided. I could see his point on most things. I can't justify not giving a zero for work not done. If they make up the work, remove the zero, life is good again. I don't see the issue.
I like the idea of allowing students the opportunity to retest or rewrite, etc to show mastery. I'm just worried that this would be taken advantage of by less scrupulous students - memorizing the quiz, or, as Lisa mentioned, not really bothering to learn it in the first place, since they know they'll have a chance for a redo, etc. Does anyone already have something like this in place in their classroom? How does it work?
My last blog ended with me describing how I model writing for my students. But I had not thought of bringing in real-world models for my students to analyze. I really like Gallagher’s ideas of dissecting professional writing to make a sort-of formula for the students to follow in their own writing. This is a great idea when writing lab reports. I provide my students with a scaffolding guide each time we write lab reports in physical science (these are eliminated in the upper level science classes). I always help my students write the first one and then the subsequent reports are written in their lab report. I do require the conclusions of each report to be written separately, and each student is to turn in an actual report. I think having my students read and analyze professional (or even some of mine from college) lab reports would help them develop a better technique in writing technical writing. It is sometimes hard for my students to write specific details without adding a lot of “fluff.”
The reading in Wormelli had me questioning my own teaching philosophies and his ideas. The first “top tem practices to avoid…” mentioned not factoring in things such as effort into a student’s final grade. What do you do about the student who mathematically has a 68 or 69, but who works his/her tail off during the semester? And then he mentioned redo opportunities. I am okay with awarding redo opportunities to students on an individual basis, and when I have done this, I do award full credit (or the higher of the grades). However, there has to be a “do-or-die” moment. All students will ultimately the same amount of credit for the course (or not receive credit if he/she fails to master the material). One other Wormelli idea I was confused about was his homework practice. I agree that homework should be assigned on mastered material. However, if students are given different deadlines and homework isn’t graded, when do you go over homework? Shouldn’t students have the correct answers when studying these questions, problems, etc. before a test? I did like his ideas on extra credit. Students should be given extra points on material they have not yet mastered for extra practice. When struggling students ask for extra credit, I try to assign work that covers material that I know that student has not mastered.
Teaching Adolescent Writers, Chapter 4
This chapter could not come at a more perfect time! Our upcoming Poetry Festival is February 10. Reading and writing go hand in hand. This is the media center’s first venture into sponsoring a writing event. The students seem to be excited (okay, the iPod shuffle grand prize “may” have something to do with that!), and the fact that the poet’s original work will be posted on the Airport High School website after the event for all to read correlates with literacy best practices cited throughout Chapter 4. One more thing…. my two cents is the student reading aloud what s/he has written is also a key literacy component.
Interestingly, one of our 9th graders is getting nervous and back-peddling from reading her poem at the Poetry Festival. Gallagher discusses the risk taking involved in sharing writing on p. 86. I keep giving her pep talks!
Also, be on the watch for upcoming collaboration between the media specialist and classroom teachers. There will be research AND WRITING that comes from these partnerships!
Fair Isn’t Always Equal, Chapter 9
To me, this chapter is all about differentiation. Rigid, inflexible practices that treat all students the same do not allow for individual differences. I liked Wormeli’s analogies to the adult world. For example, on p. 117 Wormeli discusses the rationale for not grading homework. He states no adult would put up with being graded en route to learning a concept.
I am looking forward to collaborating with classroom teachers this spring and implementing the approaches in this chapter. BTW, the implementation guide and discussion in our last class really helped me process reading this chapter.
Teaching Adolescent Writers
Kelly Gallagher
The first day of this semester I had each student think of a noun that describe them or as I put it, speaks volumes about them...clothes, sports, music, etc. They then had to list three reasons as to why this noun describes them. Basically what I was doing to them was not only assigning their first essay, but modeling a simple 5 paragraph paper. Some of them caught on to this, others had to have it explained to them. For me, I am using this as a tool to analyze the types of readers and writers I have in my classes this semester, much like Gallagher does in his class, except not as intense...I didn’t have them turn their pieces in without their names, (although that would have been interesting!); however, I did place them in categories—those who needed the most guided instruction to those who needed less instruction. This really helped me to get to know my students and their work, and better yet, guide my lessons for this semester.
Often times, not matter how hard I stress the importance of reading, students still see it as boring—especially in British Literature. British Lit is, in most cases, hard for students to comprehend, which is why I try to “hype” it up as much as possible to encourage the reading. My college professors used to do this, and honestly, it worked, I’d get so excited about reading the selection and doing the assigned writing and usually, my writing reflected the piece that was read. It’s quite comical, but it works; reading influences your writing, which cannot be stressed enough!
Fair Isn’t Always Equal
Rick Wormeli
As many of you have stated, though Wormeli is dry, Chapter 9 is definitely a “must read.” To start, number one (avoid incorporating nonacademic factors, such as behavior, attendance, and effort into the final grade,) is contradictory for me. When grading classwork / quizes / tests / etc, it is so hard for me to be sympathetic to those who don’t get it, but don’t get it because they do not pay attention in class. I really try to place myself in their shoes, but at times it gets difficult when it is a repeated habit. Also, as many of you have stated, we are all in agreement not to penalize students’ multiple attempts at mastery, as well as, withholding assistance. Every child learns differently, which is why it is so important to approach topics on various levels, to give all students to chance to learn.
Fair Isn’t Always Equal Chapter Nine
Let me start by saying that John Buell is my hero! He and I share the same philosophy on homework. I believe homework started in a time when “lessons” were almost a form of entertainment. Homework gave kids something to do once they got home from school once their chores were done of course. (I’m thinking Little House on the Prairie.) My guess is that school only took five hours during the day, so there was extra time to work on things. I’m ok with class work that’s not finished becoming homework. I just don’t think homework should be assigned separately for most classes. Honors classes are one exception; math is the other. I have never graded homework for correctness, only completion, so I’m ok on that point. I think redoing work for mastery is ok if mastery is really what’s in question. Take this blog for example. I procrastinated and am rushing to get it posted before class. I could certainly do a better job if I weren’t so rushed. But should I be allowed to redo it since it’s my fault I’m having to rush? That’s the case I think most of our students fall into in our classes. I think a student should be able to take the HSAP 100 times if that’s what it takes, but what do we do about kids who don’t meet mastery because they’re just not doing the work? As for not giving zeroes, don’t get me started. When it comes to questioning my grading practices, I always ask myself if I can honestly say I have graded in the best interest of the student, and I’ve always been able to say yes. I can live with that. I dreaded this chapter because it’s in the Wormelli book that so many of us earlier found torturous to read, but I have to say I really enjoyed this one. Grading is certainly a controversial enough topic to keep it interesting.
TAW Chapter Four
Modeling anything, but especially writing, is a weakness for me. I tell myself the assignments are simple enough that students shouldn’t need a model. Then I’m surprised when they turn in junk. You’d think I’d learn. This chapter definitely had some great ideas about using different types of writing as models. And when given a model, writing certainly becomes more formulaic which might help many students. Ruth Anne, maybe I’ll be able to help the kids with their persuasive writing.
Fair Isn’t Always Equal- Chapter 9
I agree with most of you that this was a thought-provoking chapter. Whether you agree or not, grading practices and assessments will continue to hotly debated. So, I have to say that my opinion is changing on some things but not on others. I have changed my re-test policy. Ruth Anne made an interesting comment in her post about worrying about shorting the hard-working student who tried the first time as opposed to the underachieving student who would just try on the re-test. It has been my experience that students don’t even come back for the re-test. I can’t even get them to make-up work, for Pete’s sake. Of course, they all come running at the end of the quarter but then it is too late. I want my students to learn and, if it means 30 re-takes, then so be it! Another thought: “…we have to respect the student’s individual development and consider that everyone learns at a different pace and in a different manner…” I am know this is true but we are working under the assumption that everyone is trying. My students admit that they don’t study, don’t try, don’t care, etc. THAT is frustrating, for all of us! Some of this stuff I already practice- like extra credit! I seldom give extra credit- if students had done the regular then they wouldn’t need extra credit!!
Teaching Adolescent Writers- Chapter 4
Model, Model, Model!! Whether it is reading or writing or behavior or whatever, we know that the best way to TEACH is to model. Gallagher does a great job if reminding us to do this with our students. I have been trying to use more modeling techniques with my students. It is amazing to see the before and after examples in the book. I have never used RAG’s before. I would love to hear from those of you who have tried this method with your students!
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