This semester I’m Co-Chair of a committee in my department that observes the teaching of our non-tenured faculty. I want to spend some time consider what I’m learning about teaching from observing teaching (practicing my #meta pedagogy).
Composition instructors spend amazing amounts of time developing strongly scaffolded assignments in their syllabi. To help students understand the connections we really need to be overt in discussing the connections between assignments – connections to the overall learning goals. I’ve noticed students in classes where the scaffolding was overt, where the connections were discussed, asked excellent questions about writing and their assignment. Questions to help guide and develop their thinking.
Awareness and Language
The advantage to these overt discussions was language development. Students in sections with discussions about the assignment connections developed richer language about assignments, learning, composition, writing practices, etc.
Students benefit from understanding the language that surrounds writing. When freshmen composition students ask questions about identifying arguments in persuasive opinion articles, and about the effectiveness of supporting detail, they are able to discuss how arguments develop. In aiding students with developing rich language surrounding writing, they can use that language to identify and understand writing in other classrooms, in other situations.
In my classroom observations I saw students ask more complex questions when they had language to support their questions. I know there are many different theories to support this approach to teaching writing. How do we share these results? What results will be most meaningful to faculty members to adjust their curriculum to support stronger student writing development including the language and metacongition that supports understanding of their own writing?