Unlocking Creativity: Increasing the Artistry of the ... · Underdeveloped ideas • Reluctant...
Transcript of Unlocking Creativity: Increasing the Artistry of the ... · Underdeveloped ideas • Reluctant...
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SolvingThe
Mystery
From Reluctant Writer to Masterful Author: Pedagogy That Supports the Gifted Child's Early Writing Development
Michelle BencePatti Gillespie NobleAnna Ramzy
PowerPoint available in PDF format at www.lovingliteracy.ca
Putting the Pieces Together…A room full of disengaged, unsuccessful children with advanced linguistic and cognitive abilities
Children experiencing frustration, inadequacy, anxiety, despair and ultimately avoidance behaviours
A separation of the incidental from the critical
The 5 pronged approach to effective writing
Engaged, persistent, joyful writers
The Crime Scene
An examination of students’ writing unearths questions leading to an investigation
Precipitating Event
The Prologue
The Red Herring & Theory
The Suspects
The Evidence
EpilogueTwo Years Hence
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Crime Scene
From Inspiration to Defeat!
…and so we began our search
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Characters: Gifted StudentsThe Gifted & Overexcitabilities
• Psychomotor: A surplus of energy and nervousness.
• Sensual: heightened experiencing of sensual behaviours
• Intellectual: intensified and accelerated activity of the mind
• Emotional: extremes of feelings, inhibition, strong affective
memory
• Imaginational: frequent distraction, wandering attention,
daydreaming
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Characters: Gifted Students
Analytical and critical, concerned with justice, curious
Intense, prone to self-criticism, heightened anxiety, can perseverate
Imaginational
Intellectual
Emotional
Difficulty focusing, divergent thoughts, tangents, think in images
OE’S & Literacy
Created by Bence, Gillespie Noble & Ramzy, 2016)
OverExcitabilities – A Triple Whammy?Imaginational OE Impacts…
Where do I start?
I don’t know what to focus
on.
I have too many things in my
head.
But what about this…
Created by Bence, Gillespie Noble & Ramzy, 2016)
OverExcitabilities – A Triple Whammy?Intellectual OE Impacts…
I have lots of ideas why can’t I
do this?
Why is this happening to
me?
This just isn’t fair.
Why is this so easy for
everyone else?
Created by Bence, Gillespie Noble & Ramzy, 2016)
OverExcitabilities – A Triple Whammy?Emotional OE Impacts…
I am getting further behind, I’ll never finish.
Everyone else has already
started!
I hate this! I can’t do it, I am
an awful person!
Why can’t I do this? Why am I
so dumb?
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Prologue
Overall, disappointing literacy outcomes
• Weak vocabulary
• Underdeveloped ideas
• Reluctant writers
A look at student’s writing:
Created by Bence, Gillespie Noble & Ramzy, 2016)
“Eliminate all other factors, and the one which remains must be the truth.”
Sherlock Holmes, The Sign of Four
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This led us to question…
Created by Bence, Gillespie Noble & Ramzy, 2016)
Did they have the vocabulary?
Expressive One-Word Picture Vocabulary Test (EOWPVT) Results.
Grade 2 & 3 Students Placement on EOWPVT
Created by Bence, Gillespie Noble & Ramzy, 2016)
Did they have the ideas?
Limited Plans or Limited Transfer
Created by Bence, Gillespie Noble & Ramzy, 2016)
Why was there so much variability in writing samples?
Created by Bence, Gillespie Noble & Ramzy, 2016)
Investigative Leads….
How do …
• Strong foundational skills impact writing?
• We mobilize their extensive vocabulary?
• We activate their idea selection for writing?
• We connect pre-writing to their final product?
Created by Bence, Gillespie Noble & Ramzy, 2016)
“I ought to know by this time that when a fact appears to be opposed to a long train of deductions it invariably proves to be capable of some other interpretation”
Sherlock Holmes, A Study in Scarlet
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Red Herring
• The gifted do not need direct, explicit instruction
• Gifted children will “just pick up” literacy skills
• Gifted children do not struggle with lower level skills
Assumptions About Giftedness
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The Red Herring
“Because gifted children have more advanced high-level cognitive abilities (as measured by their IQ) than their average IQ peers, we are often inclined to assume that they will master lower-level processes sooner and/or more completely than their average –IQ peers… That is an erroneous assumption.”
Yates et al. (1995)
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Yates et al. (1995)
Gifted Children Do Have Weaknesses!
Created by Bence, Gillespie Noble & Ramzy, 2016)
Our Theory
We concluded that lack of control over foundational skills such as printing and spelling might be the underlying cause of the writing struggles that we observed.
Created by Bence, Gillespie Noble & Ramzy, 2016)
Our Theory
Over-excitability, intensities and sensitivities may be a symptom or outcome rather than a cause of under achievement with literacy tasks. If we work on the cause, perhaps the symptoms will lessen, or diminish.
Created by Bence, Gillespie Noble & Ramzy, 2016)
“Having gathered these facts, Watson, I smoked several pipes over them, trying to separate those which were crucial from others which were merely incidental”
Sherlock Holmes
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Suspects
Flow Automaticity Mobilization
Activation Connection
Printing? Spelling? Vocabulary?
Pre-
writing?
Text
Structure?
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 1: Printing
Printing is not always easy…
Many or our students struggle with printing
• Laborious
• Pressure
• Formation (not fluid)
• Alignment
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 1: PrintingResearch Shows
• Handwriting automaticity – strong predictor of composition quality
(Medwell & Wray, 2014)
• Significant gains after 20 minutes a day for 9 weeks with direct explicit instruction
(Roberts, et al., 2014)
• Handwriting automaticity significantly frees up working memory
(McCarney et al., 2013)
Flow
Created by Bence, Gillespie Noble & Ramzy, 2016)
“There is nothing more deceptive than an obvious fact.”
Sherlock Holmes, The Bascombe Valley Mystery
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Investigative Leads:
Summer 2013 Pilot
Handwriting without Tears
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PRINTING BEFORE PILOT PRINTING AFTER PILOT
The Evidence
Created by Bence, Gillespie Noble & Ramzy, 2016)
Modus Operandi: Super Skills!
• Direct, explicit printing instruction
• 40 consecutive school days
• 20 minutes a day
Handwriting without Tears: Printing Power
Created by Bence, Gillespie Noble & Ramzy, 2016)
“Training transcription skills is like giving an artist a box of paints; he needs the tools for creative work.”–Kris Begay (Berninger, 1999)
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 2: SpellingSpelling is not always EZ
Many of our students struggle…
• Do not have high frequency words under control
• Rely on simple phonetics
• Lack an understanding of word patterns
• Lack spelling strategies
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 2: Spelling
Research Shows…
• Gifted students can be poor spellers
(Berninger et al., 1992)
• Word study instruction increases risk taking
(Williams, 2007)
• Knowledge of common words frees up memory
• Better word choice
• More sophisticated ideas
Automaticity
Created by Bence, Gillespie Noble & Ramzy, 2016)
Investigative Leads:
Began a search for a spelling program that …
• Works with a developmental spelling continuum
• Focuses on word study within & across categories
Created by Bence, Gillespie Noble & Ramzy, 2016)
“There is nothing new under the sun. It has all been done before.”
Sherlock Holmes, A Study in Scarlet
Created by Bence, Gillespie Noble & Ramzy, 2016)
Modus Operandi:
Words Their Way
• Explicit and systematic
• Sound and pattern activities
• Identification of patterns within words
Created by Bence, Gillespie Noble & Ramzy, 2016)
• Engaged gifted
learners
• Differentiated
above and below
grade level
• High transference
The Evidence
Created by Bence, Gillespie Noble & Ramzy, 2016)
Spelling
A highly differentiated program focusing on word patterns works for the gifted.
Evidence 2 years hence…
Emergent /
EarlyMiddle Late Early Middle Late Early Middle Late Early Late
Consonants Short
Vowels
Digraphs Blends Common
Long
Vowels
Other
Vowels
Inflected Endings Syl lable Junctures Unaccented Final
Syl lables
Harder
Suffixes
Bases or
Roots
GRADE THREE GRADE FOUR GRADE FIVE
2 (Grade Equivalent Progess)
2.2 (Grade Equivalent Progess)
1.63
2.92
1.50
2.97
Starting Point
Starting Point
KINDERGARTEN GRADE ONE GRADE TWO GRADE SIX +
Words Their Way - Stages of SpellingLetter Name – Alphabetic Within Word Pattern Syllables & Affixes Derivational
CONTROL GROUP
WTW INSTRUCTION GROUP
Created by Bence, Gillespie Noble & Ramzy, 2016)
“There is nothing like first hand evidence.” Sherlock Holmes, A Study in Scarlet
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BEFORE WORDS THEIR WAY AFTER WORDS THEIR WAY
The EvidenceTransference
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 3: Vocabulary“!I have all the words… I can’t
get them down!”
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 3: Vocabulary
Research shows…Explicit vocabulary instruction teaches students…
• Words connect ideas
• Organization of ideas
• Complex sentence structure
(Applebee et al., 2003)
Mobilization
Created by Bence, Gillespie Noble & Ramzy, 2016)
Modus Operandi:
Eli Johnson’s Graded Academic Word Lists
Academic Language
Created by Bence, Gillespie Noble & Ramzy, 2016)
SEA OF BLUE RAINBOW OF COLOUR
The EvidenceLex Tutor Profile of Vocabulary Usage
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 4: Pre-Writing
So many ideas…so little energy
• Prewriting did not often enhance the final product
• A lack of connection between plans and final product
• Writing fatigue…”I am done!”
Activation
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 4: Pre-Writing
Research Shows
• Most 7-8 year olds are concrete thinkers
• Pictures help scaffold
• organize ideas
• attach words
• Move thoughts to print
(Colello, 2014)
Activation
Created by Bence, Gillespie Noble & Ramzy, 2016)
Investigative Leads
The search began for a pre-writing activity that would...
• Limit the amount of writing during pre-writing
• Ensure transference of pre-writing ideas to writing
• Activate vocabulary and prior knowledge
Created by Bence, Gillespie Noble & Ramzy, 2016)
“It has long been an axiom of mine that the little things are infinitely the most important.”
Sherlock Holmes,
Created by Bence, Gillespie Noble & Ramzy, 2016)
Modus Operandi
• Elaborative, detailed, coloured pictures
• Highly specific to each task
• Narrowing the focus
• Modelling the link between pre-writing and the task
Created by Bence, Gillespie Noble & Ramzy, 2016)
The EvidenceLowering the affective filter & experiencing success
• Drawing/colouring is a skill at which most of our children feel competent.
• Drawing lowers students’ emotional oversensitivity.
• Drawing acts as a rehearsal strategy, activating ideas and related images.
Activation
Created by Bence, Gillespie Noble & Ramzy, 2016)
The EvidenceElaborate, detailed, coloured pictures or adding detail
Created by Bence, Gillespie Noble & Ramzy, 2016)
“Just…
one more thing.”
Colombo
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Suspect # 5: Text StructureTrying to find my way…
• Despite modelling, lack of structure in writing
• List making
• Disorganized writing
Connection
Created by Bence, Gillespie Noble & Ramzy, 2016)
Suspect # 5: Text StructureResearch shows
Explicit teaching of text structure…
• Helps to select main ideas & details
• Reduces cognitive load
(Jones, et al., 1989)
• Significantly improves students’ expository writing
(Raphael, et al., 1986)
Linking specific vocabulary helps organize thoughts
(Gibbons, 2009)
Connection
Created by Bence, Gillespie Noble & Ramzy, 2016)
Investigative Leads:
• Mariconda workshop ‘spoke to’ the possibility that text structure was the missing piece
• Early attempts using Mariconda at Grade 2 netted
positive results
• Paragraph frames with transition words in grade 8 increased the quality of writing
The pieces fall into place…
Created by Bence, Gillespie Noble & Ramzy, 2016)
Modus Operandi:
• Direct, explicit instruction using text structure
• Compacted the program from the recommended 5 hours per week to 2 hours
• Annotation of expository and narrative text structures
• Modelling and linking
• Chunking of writing tasks
Piloting and Adapting Barbara Mariconda’s Writing Program
Created by Bence, Gillespie Noble & Ramzy, 2016)
Text Structure Suspense
Created by Bence, Gillespie Noble & Ramzy, 2016)
PRE-WRITING PICTURE NARRATIVE STORY
The EvidencePutting it all together…
Created by Bence, Gillespie Noble & Ramzy, 2016)
“There is nothing new under the sun. It has all been done before.”
Sherlock Holmes, A Study in Scarlet
Created by Bence, Gillespie Noble & Ramzy, 2016)
Is the mystery solved?
“I have been blind as a mole, but it is better to learn wisdom late than never to learn it at all.”
-Sherlock Holmes, The Man With The Twisted Lip
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Characters: Gifted Students The OE’s become positive attributes
Analytical and critical, concerned with justice, curious, find connections
Intense, feel intense joy & pride, can cope with their anxiety,
Imaginational
Intellectual
Emotional
Range of ideas, divergent thoughts, think in images
Created by Bence, Gillespie Noble & Ramzy, 2016)
The Epilogue
3 Years Later…
Research Informs Practice
Created by Bence, Gillespie Noble & Ramzy, 2016)
Another Way To Look At It!
SPELLINGPRINTING
PRE-WRITING
VOCABULARY
TEXT STRUCTURE
Created by Bence, Gillespie Noble & Ramzy, 2016)
Examining Cognitive and Linguistic Resources
The quick brown fox jumped over the lazy dog
• Involves cognitive, linguistic and neuro-motor activity
• Numerous constraints on working memory
• Working memory scarce in young children
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Writing is a multi-faceted, complex undertaking
that involves the interaction and integration of
idea generation, linguistic and neuro-motor
activity in working memory.
Dr. H. Roessingh
Created by Bence, Gillespie Noble & Ramzy, 2016)
Keys To Writing InstructionThere is a hierarchical structure to these elements!
TEXT STRUCTURE
PRE-WRITING
VOCABULARY
SPELLING
PRINTING
Grades 1 & 2 development of foundational skills
Created by Bence, Gillespie Noble & Ramzy, 2016)
What we know for sure…
Flow Automaticity
Activation
Mobilization
Connection
Created by Bence, Gillespie Noble & Ramzy, 2016)
Calming Those OverExcitabilities …gives us engaged, autonomous, confident writers!
I know how to get my thoughts out of my head
I have some great ideas
I love this! I am an amazing
writer!
Others really like my ideas
Created by Bence, Gillespie Noble & Ramzy, 2016)
Questions?
Contacts• Michelle Bence – [email protected]• Patricia Gillespie Noble – [email protected]• Anna Ramzy – [email protected] available in PDF format at www.lovingliteracy.ca
Picture credits:Audfriday13 Dreamstime.com & Colourbox.com &
Special thanks to our amazing mentor and fearless leader, Dr. H. Roessingh.
“A visionary leader doesn’t look at what is, rather she looks at what could be!”.
Created by Bence, Gillespie Noble & Ramzy, 2016)
Selected ReferencesAckerman, C. M. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’ over-excitabilities. Roeper Review, 19 (4), 229-236.
Bear, D., Invernizzi, M., Templeton, S., & Johnston, F., (2009). Words Their Way. Word Study for Phonics, Vocabulary and Spelling Instruction (2nd ed.) Upper SaddleRiver, NJ. Prentice Hall
Berninger, V., & Yates, C. (1993). Formal operational thought in the gifted: A post-Piagetian perspective. Roeper Review, 15, 220-224.
Collelo, S. (2001). The role of drawing in children’s writing. Study presented at II Seminário sobre Letramento e Alfabetização of the 13th COLE – Congresso de Leitura do Brasil, in Campinas (SP), July 2001. Translated by “English for You”. Jones, B., Pierce, J., & Hunter, B. (1988). Teaching students to construct graphic representations. Educational Leadership, 6, 20-25.
Gibbons, P. (2009). English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH : Heinemann
Gibson, S. (2008). An effective framework for primary-grade guided writing instruction. The Reading Teacher. 62, (4). 324 – 334.
McCarney, D., Peters, L., Jackson, S., Thomas, M. & Kirby, A. (2013). Does Poor Handwriting Conceal Literacy Potential in Primary School Children? International Journal of Disability, Development and Education, 2013 Vol. 60, No. 2, 105–118.
Mendaglio, S., & Tillier, W. (2006). Dabrowski's theory of positive disintegration and giftedness: Over-excitability research findings. Journal for the Education of the Gifted, 30(1; 1), 68-87.
Medwell, J., Strand, & Wray (2007). The role of handwriting in composing for Y2 children. Journal of Reading, Writing and Literacy, 2 (1), 11-21.
McCutchen D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3 (1), 51–68.
Piechowski, M.,& Colangelo, N. (1984). Developmental potential of the gifted. Gifted Child Quarterly, 28, 80- 88.
Raphael, T., Englert, C., & Kirschner, B., (1986). The impact of text structure instruction and social context on students’ comprehension and production of expository text. The Institute for Research on Teaching, Research Series No. 177.
Roberts, G., Derkach-Ferguson, A., Siever, J. & Rose, M. (2014). An examination of the effectiveness of Handwriting Without Tears® instruction. Journal of Occupational Therapy, 81 (2), 102-113.
Roessingh, H. (2013). A look at Grade 2 Writing: Successes and challenges in early literacy development.
Learning Landscapes, 7 (1), 269-281.
Williams, Cheri; Lundstrom, Ruth P.(2007). Strategy instruction during word study and interactive writing activities: word study and interactive writing instruction can support young children’s spelling growth and their early writing development. The Reading Teacher. 61, (3), 204. Created by Bence, Gillespie Noble & Ramzy, 2016)