起点传媒

Writing conferences are听 today. Teachers recognize the benefit of conversational feedback, allowing students to feel more agency over their own writing, and the power of building rapport that comes with conferences.

In my own classroom, I鈥檝e been on the journey of incorporating writing conferences for over a decade, and they have changed drastically from when I first began. I鈥檝e transitioned from doing most of the talking to students doing more and more sharing. Recently, my thinking on writing conferences has shifted again. After realizing that our conferences were primarily centered on a piece with little to no reflection on the thought process of writing, I added a new layer of complexity.

METACOGNITIVE REFLECTION

Metacognition is a term that describes thinking about one鈥檚 thinking as a means of reflection. The goal is for students to think more about the process鈥攈ow they approach writing, barriers to good writing, and strategies that help them write successfully鈥攊nstead of focusing only on content or rubric requirements. Metacognitive reflection can awaken students to be more aware of their thinking during writing, resulting in a deeper understanding of who they are as writers and of how to transfer their knowledge to any genre of writing.

So what exactly does metacognitive thinking on writing look like, and how can teachers build this type of reflection into writing conferences?

A whole-class conversation about the importance of metacognition is a good starting place, since students are often focused on assignments rather than their thinking while completing them. These strategies can help students become aware of their thinking while writing and are easy to incorporate in assignments, providing students with opportunities to pause and think about their thinking while writing. Observations from these activities will enable students to talk about metacognition during conferences.

6 ACTIVITIES TO ENCOURAGE METACOGNITION

1. Keeping a journal.听Encourage students to take metacognitive breaks of two to three minutes during writing to record their thoughts.听Describe your process to this point.听What was a barrier to your writing? How did you overcome this? What do you think you could do to prevent this from occurring next time?听These breaks can and should occur at different points in the writing process.

2. Recording troubleshooting ideas.听Encourage students to keep a list of strategies and ideas they have found successful in the past that they can use during writing to help them push through when they鈥檙e experiencing difficulty.

3. Writing collaboratively. Provide opportunities for students to work on writing assignments together. The students can discuss why they are making the choices they make along the way. Thoughts can be addressed in comments in a Google Doc or on sticky notes placed on the student鈥檚 paper.

4. Using graphic organizers.听 can also serve as tools to guide students to think about their thinking while writing and to identify successful strategies. The object is not to fill the entire graphic organizer but to provide multiple entry points to think about their thinking while writing.

5. Highlighting papers. I often have students highlight papers for claims, evidence, and analysis, but this can be modified for any focus. This strategy adds a visual component to reflection and opens opportunities for students to think about what leads to strong components of a piece and why other components are weaker.

6. Recording post-writing thoughts.听Writing a paragraph on the thought process during an assignment can be particularly helpful for the big-picture process.听What would you do differently if writing again? Why? What would you keep the same? Why? What strategies did you employ that worked well that you can use for future writing?

The insights gathered from these metacognitive tools can carry over into writing conversations. In your next writing conferences, try adding some of the italicized questions to questions already commonly asked to gather insight and give input into the thought process behind the writing.

• What do you like best about this writing?听Why do you think this section is strong? What did you notice as you were writing this section?

• Where did you struggle with this piece?听Why did you struggle with this section? How did you feel while you were writing this section? What could have helped you while writing this particular section? Let鈥檚 review your list of troubleshooting ideas and strategies. What can you add to these?

• Where is an area you took a risk or experimented with something new?听Why did you decide to do something different here? Was it successful? Why or why not? If so, how could you incorporate this into other writing?

• How do you feel about the piece overall?听How did you feel about the overall process? How do you see yourself growing as a writer? Are there particular things in your learning environment or mindset that contribute to successful writing? Identify one or two concrete strategies to use moving forward.

Metacognition is an important step in writing instruction and where the real magic happens in learning. Students do need feedback on specific pieces of writing but should be given the opportunity to think beyond the product. Providing students with opportunities for metacognitive reflection and the opportunity to discuss their thinking strengthens their writing not only in class but for years to come.