The Optimal learning Model is certainly in my thoughts each week as I plan my writing lessons. I have always scaffolded my lessons but... not given my students enough time to try it with me. I agree that when my teaching breaks down it is because I have not given enough support for a long enough period. I am excited to see how it goes!!!!
I think the optimal learning model is something I have always been aware of but something I don't always implement. It's a good reminder to slow down and take more time to model good writing to my students. I usually do some modeling but I could definately do more. I think I'm generally too eager to see if my students are understanding the writing process and so I move them too quickly to independence. So while I don't view it as something new, I do view it as an important reminder to implement in my teaching.
I think the optimal learning model is great - in theory. Yes, I believe it is the right way to model writing to children in a perfect world. Unfortunately, we don't live there. The pressure from the State to teach/cover a huge range of GLCE's (not just in writing) places a premium on time. Also, the great variation in the ability levels of students creates a balance issue with how much time is enough to spend on a topic before moving on and when are students being pushed too much? I am trying to spend more time on writing topics before moving on to the next thing this year, so we'll see how it goes. Without a fixed program to follow, every year is different...
I love the Optimal Learning Model. I often find, however, the middle two steps blend together. With the time constraints Shawn talked about, I find I slide the teacher with student input into student with teacher input almost in one huge step. I'm not sure that's the best way, but I do get my lessons completed in a more concise timeframe. Splitting a lesson over a weekend or holiday loses momentum.
I agree with the OLM also in theory; however, I am working on implementing it not only in my writing lessons, but in Guided Reading as well. I've always known deep in my heart, that I need to spend more time on "Who has the pen? Teacher", but with time constraints and so many GLCEs to cover, I speed it up! I am now successfully working with the OLM in writing poetry, and the scaffolding not only with "teacher", but with partners, is working well. I am seeing some excellent creativity in their acrostic and diamante poems!
This is fun reading what everyone has to say - we never have time to sit down and have these types of conversations. When we started talking about the OLM, I realized how uncomfortable I am writing in front of my students choosing instead to use other's writing. So not only do I feel like I need to improve on the "we do it" area, I need to be able to allow my students to see me as a writer. I agree with everyone about the time constraints and making sure we get through everything - it's a difficult balancing act.
I believe effective modeling is key to good instruction. I understand the fact that we are all under a time crunch and all have many standards to teach. I also believe we all strive to have our students work independently and be successful when doing it. It is important we think about the OLM and try to implement it as best we can when teaching a lesson. If we all make an effort to teach this way I have no doubt we will continue to see student success when we analyze our data in all subject areas.
I know time is a huge issue for us in our profession. We need more time. One area where this time is needed is in thoughtful, purposeful, collaborative professional development. Professional development that impacts the effectiveness of our instruction with students.
We all want our students to experience success and understanding from our teaching. In the introduction to this study, Regie said she wants to make teaching easier and more joyful for us. The additions to the Gradual Release Model embedded in the OLM make so much sense. The OLM is Routman's framework fo instruction for effective teaching and learning.
I look forward to delving deeper into this model to see if using it ultimatley adds or subtracts instructional time needed for our students to learn at a meaninful, application level.
The OLM makes a lot of sense. We have been doing that in reading for some time now. I like the hand-holding. "Doing" the writing together lowers the level of conern of the students and allows them to settle down and focus on the lesson. I look forward to learning more...
The Optimal learning Model is certainly in my thoughts each week as I plan my writing lessons. I have always scaffolded my lessons but... not given my students enough time to try it with me. I agree that when my teaching breaks down it is because I have not given enough support for a long enough period. I am excited to see how it goes!!!!
ReplyDeleteI think the optimal learning model is something I have always been aware of but something I don't always implement. It's a good reminder to slow down and take more time to model good writing to my students. I usually do some modeling but I could definately do more. I think I'm generally too eager to see if my students are understanding the writing process and so I move them too quickly to independence. So while I don't view it as something new, I do view it as an important reminder to implement in my teaching.
ReplyDeleteI think the optimal learning model is great - in theory. Yes, I believe it is the right way to model writing to children in a perfect world. Unfortunately, we don't live there. The pressure from the State to teach/cover a huge range of GLCE's (not just in writing) places a premium on time. Also, the great variation in the ability levels of students creates a balance issue with how much time is enough to spend on a topic before moving on and when are students being pushed too much? I am trying to spend more time on writing topics before moving on to the next thing this year, so we'll see how it goes. Without a fixed program to follow, every year is different...
ReplyDeleteI love the Optimal Learning Model. I often find, however, the middle two steps blend together. With the time constraints Shawn talked about, I find I slide the teacher with student input into student with teacher input almost in one huge step. I'm not sure that's the best way, but I do get my lessons completed in a more concise timeframe. Splitting a lesson over a weekend or holiday loses momentum.
ReplyDeleteI agree with the OLM also in theory; however, I am working on implementing it not only in my writing lessons, but in Guided Reading as well. I've always known deep in my heart, that I need to spend more time on "Who has the pen? Teacher", but with time constraints and so many GLCEs to cover, I speed it up! I am now successfully working with the OLM in writing poetry, and the scaffolding not only with "teacher", but with partners, is working well. I am seeing some excellent creativity in their acrostic and diamante poems!
ReplyDeleteThis is fun reading what everyone has to say - we never have time to sit down and have these types of conversations. When we started talking about the OLM, I realized how uncomfortable I am writing in front of my students choosing instead to use other's writing. So not only do I feel like I need to improve on the "we do it" area, I need to be able to allow my students to see me as a writer.
ReplyDeleteI agree with everyone about the time constraints and making sure we get through everything - it's a difficult balancing act.
This comment has been removed by the author.
ReplyDeleteI believe effective modeling is key to good instruction. I understand the fact that we are all under a time crunch and all have many standards to teach. I also believe we all strive to have our students work independently and be successful when doing it. It is important we think about the OLM and try to implement it as best we can when teaching a lesson. If we all make an effort to teach this way I have no doubt we will continue to see student success when we analyze our data in all subject areas.
ReplyDeleteI know time is a huge issue for us in our profession. We need more time. One area where this time is needed is in thoughtful, purposeful, collaborative professional development. Professional development that impacts the effectiveness of our instruction with students.
ReplyDeleteWe all want our students to experience success and understanding from our teaching. In the introduction to this study, Regie said she wants to make teaching easier and more joyful for us. The additions to the Gradual Release Model embedded in the OLM make so much sense. The OLM is Routman's framework fo instruction for effective teaching and learning.
I look forward to delving deeper into this model to see if using it ultimatley adds or subtracts instructional time needed for our students to learn at a meaninful, application level.
The OLM makes a lot of sense. We have been doing that in reading for some time now. I like the hand-holding. "Doing" the writing together lowers the level of conern of the students and allows them to settle down and focus on the lesson. I look forward to learning more...
ReplyDelete