Research #2 = Murray Gadd

 I was fortunate enough to go to Murray Gadd’s “What makes a great writing lesson/programme?” presentation in May.

My takeaways from the presentation are:

Data shows that 36.4% of all Year 1-8 boys are under-achieving in writing, and 39% of all Year 1-8 Maori and Pasifika students are under-achieving in writing.

He highlighted that learners finding success in writing is important. Not only because writing is used to demonstrate understanding and learning in school but, beyond education, it is part of their daily lives with texting, blogging, and social networking. 

Engaging kids to write through sensory experiences or ‘open’ topics where there is freedom and choice about what to write about and give them thinking/talking time. 

Effective teachers know how their students are progressing as developing writers and ensure the learning is differentiated. 

I have since incorporated writing groups into my practice. Who needs what teaching and when? I can monitor learners' progress of using surface features and plan my workshops based on the gaps. I will record this information on SchoolTalk. 

Effective teachers know what writers do as they write. 

In collaboration with other teachers that also attended the presentation, we have designed some visual success criteria that help the learners move between the different phases of writing. 

Effective teachers ensure there is a positive and enthusiastic mood and learners are prepared to take risks when they write.
Teachers must continually ask themselves: Are my students writing enough? I reflected on this question and I have now introduced free writing into my writing programme. This gives learners an opportunity to write on self-selected topics. This writing will not be assessed but is available to be shared and celebrated during sharing time. 

Effective teachers make constant links for students between reading and writing. 

Learners need to understand that there is a writer behind everything they read. On the flip side, making opportunities for their writing to be read by someone else, will make the experience relevant and purposeful. During feedback with me, we will talk through the visual success criteria and reflect on what changes we can make to our writing. I will ask learners some guiding questions. What must I do to help the reader? Does it make sense? Does it sound right? Have you used the best words? 

Murray was incredibly inspiring and I left with practical ideas and resources to strengthen the engagement and achievement of my students in writing.

Gadd, M. (2020). What makes a great writing lesson/programme? {PowerPoint slides}.