Ideas to Reflect on Facilitating Learning in
Writing, Illustrating, or Telling a Quality Story

Process of writing or writing trait:

Describe what students learned from writing, illustrating, and or telling a story.

What did students know about creating a story at the beginning of the lesson? How did you diagnose this understanding at the beginning of the lesson and what convinced you your inferences were accurate?

What writing processes and traits did students use? How did you focus students’ attention on them?

What did you learn that is important for other teachers to know?

Describe different ways students represented their understanding.

What did students learn? What did students do during the lesson to increase their understandings? How did you make decisions to facilitate students' understandings of those idea(s)? How did you focus students’ attention on these ideas?

What did students say or do to convince them and you they understood the ideas(s)?

What did the students say or do to convince them and you they could apply or expand the idea(s)? What ways were you able to push students to try new ideas for writing, illustrating, or telling a story?

What did the students say or do to convince themselves and you they were writing, illustrating, or telling a quality story?

How did you encouraged students to use attitudes people find helpful when writing, illustrating, or telling a quality story? What did the students say or do to convince themselves and you they valued and/or enjoyed writing, illustrating, or telling a story?

How did you create opportunities where students had a desire to communicate with you or other students what they learned?

How did you increase students understanding of what writing, illustrating, or telling a story is, how it can be used, and a desire to use and value its use in their world?

What did you learn that is important for other teachers to know?