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Using K-W-L for Informal Assessment.

1994; Wiley; Volume: 47; Issue: 6 Linguagem: Inglês

1936-2714

Patricia McAllister,

Educational and Psychological Assessments

through some tricky editing concerns. Did you really try to trick us, Nancie? Was this your way of showing us what happens when we jump on the bandwagon and walk in someone else's shoes? Whatever your hidden message, you certainly fooled us. We thought your way was the only way. Were we wrong! Now, Nancie, let me tell you what really worked. A year later, I realized that nobody else's approach can work in my class room. We all simply work in different ways. I had to find this out for myself. Now I set my agenda and work from that framework. We read, we share, we respond, we write, we confer, and we meet as a large group. I keep the framework simple, but so much hap pens within it! Knowing what I know now about coming to meaning, I sim ply can't lock step my way there and neither can my students. So, Nancie, what does my class room look like now? My writing workshop has a form of minilesson, a form of status of the class check, and a form of class conference but they float around within the workshop format and don't resemble what I grabbed onto so quickly and fervently. They surface as needed and are only tools to help us as we negotiate and confer our way through the writing process. Don't get me wrong, Nancie. This is not a wishy-washy unstructured pro gram. The difference is that the struc ture is mine and is open for negotia tion if it doesn't work.