Crafting Writers: Chapters 7-9, Appendix F

While reading Crafting Writers, it's so easy to relate what Hale is talking about to my prior teaching observations. I've observed the "Turn and Talk" Try-it technique before and I remember it being pretty effective. Of course, I didn't know the technical name for it until just now. During my observation, I saw a fourth grade teacher reading to the class and after a few paragraphs, she would pause and have the students "turn and talk" to someone sitting next to them. After a few minutes, she would have them share. It was the spitting image of what Hale was describing in Chapter 6. Who knew that I would be learning about this technique after seeing it in practice one year later. I loved what Lucy Calkins said about direct instruction, which Hale quotes on page 103--"The fact that we, as teachers, say something has very little to do with whether our children learn it. Telling is not teaching." I agree with Hale that teacher directed instruction has a poor reputation; but just like Hale, I believe that it can be effective. I always loved direct instruction, probably because I was in control and there wasn't chaos going on around me, but also because I could observe how each kids responded to what I was teaching in the exact moment. With all eyes on me, I could see if they were understanding and following along, or if they were drifting off into space and staring out the window. But, Hale raises a good question....Just because the eyes are on me, doesn't mean that the student is comprehending what I am teaching. So---voila! She comes up with a solution. After a short mini-lesson, we should let the students "try-it." This reminds me of something I learned in music methods....the "Prepare, Present, Practice" technique. Basically, I would teach a short concept and then let the kids practice it on their own. By allowing them to practice what I had just presented, it is solidifying the concept into their skulls. Then the next time we would have music class, I would "prepare" my lesson topic by connecting the new concept to something the kids have already learned; thus, I am spiraling in new concepts and connecting them with prior knowledge. After I slowly prepare the students by connecting it with prior knowledge, then I present my new concept using teacher-led direct instruction, afterwards, letting them practice it on their own. Voila! The "Prepare, Present, Practice" technique! This is basically the same thing that Hale talks about on pg 97 with her "Mini-lesson, Try-it, Independent Writing, Share" method, but it's a new way to think about it. (Remember the three P's!).