Taking Chances

I'm piggy-backing on Mara's post. I like what she posted about error-proofing the student work. If we really reflect on our own learning practice, we learned through figuring things out for ourselves--albeit with teacher help. I have this error-proofing danger when I try to teach ELs and low-level students about how to write proper sentences. I model perfect sentences on the board, and then have them try and write with a partner, using the GRR (gradual release of responsibility) then independently with support, and then independently. That's all well and good, but I feel that I kind of "mother hen" them to write a little above their level--rather than letting them try at their level, and then assess and figure out the independent piece. This last time I did a writing assignment, I tried a smaller amount at a time, and then tried to conference with them. That was more effective than the "error proof" approach of writing their corrections and then have them copy. That works for modeling, but they need to take the next step and be uncomfortable in their process a bit. They do need to struggle, and I have to give time to the class to allow for that struggle and learn process.