Books by Gallagher, Bigelow and Voukon, Harvey and Daniels, and Quate and McDermott

by Sheila Cantlebary

Teaching Adolescent Writers, by Kelly Gallagher (Stenhouse, Portland, ME, 2006)

In Teaching Adolescent Writers, Kelly Gallagher proposes and explores six student needs that he considers essential "pillars" for building strong writers. One of these key needs is having choice in writing topics. In Chapter 5, "Beyond Fake Writing: The Power of Choice," Gallagher argues that students write much better when they care about what they are writing. After acknowledging that it is challenging to provide student choice while teaching to academic content standards that specify required modes of writing, Gallagher proceeds to share two guiding principles of a writing classroom that will help with the balancing act.

Following principle #1, "Sometimes We Have to Take a Step Backward Before We Can Move Forward," requires that teachers must break down the negativity many students have developed for writing. Gallagher shares ten engaging writing assignments that he uses early in the year to ease even the most reluctant students into writing. Students have plenty of choices as they "establish writing territories," "find the fib," and conduct "topic blasts."

To demonstrate principle #2, "Teachers Can Work Students into the Required Discourses Slowly by Designing Writing Assignments That Allow for Partial Student Choice," Gallagher shares a sampling of detailed partial-choice assignments. One of these, "Capture Your Community," involves students in photographing their community on a particular day and then using the photos to drive a piece of writing.

The book's appendices include some of the prompts and tools Gallagher uses with his students, as well as offering a list of twenty books every teacher of writing should own. This text, filled with anecdotes and student writing from Gallagher's own classroom, could certainly be added to that list.

"What Choice Do I Have?" Reading, Writing, and Speaking Activities to Empower Students, by Terry Patrick Bigelow and Michael J. Vokoun (Heinemann, Portsmouth, NH, 2005)

A passionate belief that "Choice is at the root of student engagement, interest, and creation of the self as viable member of society" has propelled the authors to share why and how they infuse choice into their own English language arts classrooms. To build a compelling case for giving students some control over their learning, the book's first chapter is devoted to sharing supportive research from key educators. Bigelow and Vokoun acknowledge that it can be challenging to manage choice in the classroom without being overwhelmed. Subsequent chapters on providing choice in reading, vocabulary, writing, and speaking lead the reader through a variety of classroom-tested activities, projects, and assignments.

With a friendly tone, the authors first provide a classroom vignette that puts the recommended activity into a context. For instance, Bigelow describes how he succeeded in engaging an unmotivated student named Danny when he had students design a mandala (a symbolic circle) to create a representation that depicts themselves and a connection with a literary character. There are step-by-step instructions for "how to make it happen" while maximizing student ownership. Next, suggestions for adaptations that include differentiated instruction and interdisciplinary instruction are offered. Finally, there is a Q and A section that answers frequently asked questions about the activity.

Bigelow and Vokoun say their array of activities were designed to "put students into the driver's seat." Most are "low tech" and can be easily integrated into existing curriculums.

Comprehension & Collaboration: Inquiry Circles in Action, by Stephanie Harvey and Harvey Daniels (Heinemann, Portsmouth, NH, 2009)

Teaching with inquiry invites student voice and choice. Stephanie Harvey and Harvey Daniels draw on their previous extensive work in the areas of comprehension and collaboration as they show how to use small-group inquiry circles to fuel learning. Accounts of twenty-nine successful inquiry projects in a variety of curricular areas ranging from preK through 12 are used to show how authentic, student-driven work can replace passive activities and still meet content standards. These include stories from a Massachusetts middle school class that took action by helping start a program called Cell Phones for Soldiers and from an Ohio high school that motivates seniors with self-chosen inquiry projects for their capstone learning experience. Harvey and Daniels provide a compelling case for why small-group inquiry that gives students choice is so crucial by citing research for "Eight Ways That Small Groups Matter." Most important is evidence that well-structured small-group work enhances student achievement.

Specific "how-to" instructions detail procedures for four types of small-group inquiries (mini-inquiries, curricular inquiries, literature circle inquiries, and open inquiries) that give students opportunities for choice and responsibility. Along with practical ideas for creating an engaging environment and essential management tips, key mini-lessons are supplied to teach students the strategies and skills they'll need for comprehension, collaboration, and inquiry. A related website offers a study guide for the book, various useful forms, annotated lists of student resources, and additional support.

Clock Watchers: Six Steps to Motivating and Engaging Disengaged Students Across Content Areas, by Stevi Quate and John McDermott (Heinemann, Portsmouth, NH, 2009)

At one time or another, most educators have complained about students' lack of motivation and engagement. Authors Stevi Quate and John McDermott suggest that the pressure today's teachers face for ensuring student performance on high-stakes tests may result in teaching practices such as "skill and drill" that actually contribute to student apathy. Instead of merely offering tips and tricks to spark motivation, Quate and McDermott propose a framework for instruction based on what they call the six C's [a caring classroom community; checking in, checking out (assessment); choice; collaboration; challenge; and celebration] for "creating a context that motivates students and nurtures engagement."

One of these recommended C's is choice. They stress that giving students more control of their learning requires intentional planning and scaffolding. Vignettes from several classrooms show teachers successfully weaving choice into their instruction by giving students a say in the content, process, and product. One interdisciplinary team developed a problem-solving unit where all students had some required assignments as well as a choice of projects designed to match their learning styles. Finally, students had a rich selection of experiential learning opportunities for extending their learning outside the classroom. Teachers found that some students who typically struggled succeeded when given choices.

The book includes a particularly well-designed study guide for groups that wish to explore together how the six C's can impact motivation and engagement.

Sheila Cantlebary is a reading content specialist at the Ohio Resource Center. As a former teacher in Columbus Public Schools, she taught English, language arts, and reading (7–12), served as a K–12 English language arts coordinator, and was a teacher in the Apple Classrooms of Tomorrow program. Her teaching experience also includes facilitating State Institute for Reading Instruction and English Language Arts Academy sessions. She is currently co-facilitator of the High School Language Arts Network sponsored by the Central Ohio Regional School Improvement Team.

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