Researcher's Chair - AHHHHHHH!!!!

Well I guess I have to post my summary and general questions now. I admit it, I was having a fabulous bday weekend and I do not feel even close to prepared - yikes.

Here is goes - a summary. First, I think my question was clarified in inquiry group by Rebecca. The question is: How can I streamline writing workshop in my classroom?

This is the situation. I am very integrated with the SS teacher and we team teacher. Our classes are intertwined. This creates a difficult time situation for me because I am not just responsible for my curriculum, but also the SS curriculum. We have to stay in sync because our projects extra are so dependent on one another.

My goal has been to create a method to help students workshop together with their writing. I seem to be concentrating on our discussion and student comments. Funny, on Thursday, after Stacey's research chair I was thinking about the research discussions that we have had and I realized that most questions are based on discussion. Discussions about reading, creative discussions, blogging discussions - I wonder what the link is there. Maybe discussion is the epitomy of critical thinking (now define critical thinking - ha ha)?

Back to my research... I am trying to create literature roles for writing, hence "writing circles". There are different questions on each role sheet that have helpful question ideas for the students to use. It also gives them a specific part to concentrate on when reading, like voice or organization. I want to simplify the role sheets and add to them. I will probably have to pass this around to those who are not in my inquiry group so you get the idea.

Soooo, here are some questions, but I know others will pop up tomorrow :)
1. How much time do you think should be given to workshop?
2. Stacey had mentioned not wanting to help with discussion - is it a bad thing to give out question prompts?
3. How can I simplify the roles?
4. Should I be worried more about the discussion or the comments students make on each others' papers?
5. How is the best way to group students ( I think I have my answer to this, but would be interested to hear other opinions).
6. I am thinking of adding roles to include 6-traits and writing types, are there any other suggestions for roles?
7. Other?

Is everyone impressed that I just figured out how to change the text color????

Day 4 Morning Pages - Background Influences

My topic of writer’s workshop affects me in so many ways. First, it makes me try to get students to become more social about their learning. It is hard because they have not figured out how to use their forces for good instead of evil just yet. This creates moments of wonder – are they ready to think on this level??? Then I listen to us and I wonder if, we are ready? Are the expectations unfair? How often do we not go off task?

I think I also have become biased about it. I don’t really feel that I want to go backwards and have them write individually about any given content driven assignment. Hmmm, I find that I am developing a bias about all of the content driven assignments too. I want my students to love writing as I do. My BA is in Creative Writing. How can I teach a love of writing while do compare and contrast papers? I can teach the purpose of writing and the functions of writing using these content driven papers…but where’s the love???

Honestly, I am listening for data and opinions that back up my theories too. It is like when you buy a car and then you see all the other cars on the road like yours – but they hardly existed for you before. I am a firm believer in the idea that you can back up whatever you want to if you look hard enough – does that make it right?

As for the students – I think I am their first true workshop stop. They do partnering things and stations before my room, but I do not think they experience writing groups. Now I wonder if I should say writing groups instead of workshop??? I think some of them have had bad experiences with partners and don’t want to try. The trust has to be developed. Then there are the teacher pleasers and the rubric readers who do not want to move with my approval. How did grades become so important in middle school?

Day 3 Morning Pages - If your topic was a _______

Day 3 Morning Pages

If your topic were a ______________ , which one would it be and why?

· Car = it would be a metro bus.

· Color = all other colors absorbed

· Weather pattern = Sunny with rainbows

· Food = Buffet, choices, choices, choices

· Animal = flea or some other parasite – it cannot work unless it has the life of the students

· TV Show

· Famous Person

· Country

My topic would be a flea because it requires the life of my students to work. Sometimes it can make them itch and feel like they don’t want to be there. Other times it spreads from one student to another until they are all scratching flea infested writers.

The fleas tends to get big and nasty and hopefully if all goes well they will take over entire households. Then the parents and siblings will get the ‘itch’ too.

Sometimes, I want to get rid of the fleas. They get into everything and the twitch from the ‘itch’ makes me stand out. They become uncomfortable and I wonder if it right to encourage my students to want fleas. Then I realize that the squirming and the constant jerks are just a part of a bigger picture.

At school the students might be judgmental of someone with fleas. But after they realize that the fleas are their friends they will want them too. In the end, it will be a big flea pile with bugs jumping from one to another, flea exchange will be encouraged and it will be cool to have fleas jumping from you skin, clothes and brain.

Day 2 Morning Pages - Group Types

Wow! What a great question I just received. Natalie asked, “What are some of the problems I see with homogeneous groups in writing workshop?” I am grateful for this question because I do see problems with homogeneous and heterogeneous groups. The more I think about the topic, ask questions, and research…the more I understand why people throw up their hands when it comes to workshop in the classroom. So let’s see –

Homogeneous cons
The low groups would struggle
The low groups may not improve the others papers
The middle group may grow or stretch, but there might not be anyone to push them in their group
The middle group might also argue about strategies
Middle and low would most definitely get off task
The high group would become tense about who is ‘right’
The high group would become defiant about possible corrects
The high group would also become complacent in their writing because they are the ‘high’ group
Students would wind up with their friends

Homogeneous pros
I could concentrate on working with the struggling writers
Students would wind up with their friends
Students may feel more comfortable sharing with others who are on their ‘level’
Students may feel more useful because lower writers would be able to help lower writers, but they may not be able to do the same with students of higher levels
Students might be more willing to share with peers who are on the same level of writing and they would be able to avoid the feeling of being ‘the worst’
Higher level students would feel more challenged by their peers
I would be able to differentiate the writing assignments by ability


Heterogeneous cons
Some feel like the worst
Higher level students become bored
Students doubt others
Social groups will be even more mixed and their would be tension
Lower level kids may get good ideas from others, but higher level kids would lack input
Topic can get lost quickly due to different speeds and abilities
Higher level kids may start to work on a lower level to avoid being the “smart kid”

Heterogeneous pros
Lower level students will be pushed to improve
Higher level students will be using their skills to think about writing and help others
Avoid clichés within workshop groups
Diversity makes the students strive to impress


The suggestion was given to me by two teachers to let them form their own groups at first. This way they will have a comfort level with who they are with and usually the students put themselves in homogeneous groups naturally. Let them stay in these groups for a while and then make necessary changes.

I am thinking that groups of 4 are the goal. From what I have experienced and heard in Kagan cooperative training that is the best number. Also, I am thinking that keeping them in the groups for 6 weeks is a good time. They could be in these groups for lit circles and writing circles. 6 weeks is a hexter and Kagan cooperative training suggests that amount of time also.

Day 1 Morning Pages - To Do List

I have so many FABULOUS ideas and have become very scatter-brained with my follow through. I want to read:
Atwell's workshop
Daniels' Lit Circles (again)

I want to find a definition for cooperative learning. It seems that different people interpret it in different ways. I need a definite place to start - if that makes any sense.

I need to re-do roles with just questions on them and add roles specifically made for traits and types of writing.

I am thinking that I want 'writing baskets' that include dictionary, thesaurus, roles, step up etc. for group writing.

I have to make a decision and interview/research these questions:
"Is it better to have homogeneous or heterogeneous groups for writing workshop?"
"Is the time spent prepping for workshops worth it?"

The data I have collected has been interesting. I am currently working on organizing student answers. Then I need to begin reviewing the student work I collected.

My goal for next year is to re-do some assignments in the beginning to incorporate literature circles. I believe that they will set the ground work for the connections I am trying to get my students to make.

Kagan training

I am doing a 2 day training for Kagan cooperative learning. Honestly it has been a bit disappointing. Most of the structures are ones I already use and did not realize that they were "Kagan". The rest feels EXTREMELY elementary - this is okay and usually I can adapt to secondary, but it is so far out there that I am not sure I can adapt.

Positive parts: I did find that they suggest 6 weeks for groups. This was a question I had about writing circles - how long do I keep them in the same groups? So now I have some researched answer to lean on for a while.

I was also shown a pretty cool way to keep track of students and to make heterogeneous groups. It involves index cards and is pretty elaborate, but i think it might to have the reminder of levels and possible growth.


Kagan also pushes STRUCTURED cooperative learning and claims that unstructured paired work will actually decrease test scores. We were told that if you were unable to structure the lesson then you were better off doing "cemetary" style teaching so all students would be assessed.

I am very behind - I am banking on the idea that others are too. If you aren't behind though - could you lie to me because I might start to panic :)

List of Things I need to do!!!!!! AGGGHHHH!!!

1. Pull all files and organize data
2. Create new roles based on 6-traits
3. Go back to orginal reading list and take some notes
4. Review CSUWPAI schedules and make sure I am not missing anything
5. Go to liquor store :)