Effective Communication

Improving Effective Communication as Writers
By Ann Buffington

Introduction:

 

In a data driven world, young children are faced with computer passwords, high stakes tests, and a need to be able to respond to a multitude of standards that require individual replies and responses in reading, writing, math, and content areas interfaced with technology.By the third grade year of school, most children can tell you what they think and why, but when asked to explain in writing, students  find it a daunting task. Children rarely make the connection that if they wrote like they spoke their writing would have more clarity.  Piaget’s schema theory is an instrument for assimilation. The schema theory is how the mind organizes concepts. As a child develops his or her schemas are more complex and can be associated with “strategic”, “plans”, or “expectancies”.  Individual schemes form frameworks where new observations and learning must fit in order to have an effect.  This schema is continually changing shape so that all possible data will fit into the growing schema.  In order to create relationships for children to assimilate and accommodate learning information, it is most important to “make contact” during the child’s thinking.  During the process of learning, there is a mediation of interaction and the freedom to choose and adapt. Whenever new things from the environment are present, so long as the scheme has a framework, this new information can be incorporated as incoming information in a meaningful way, then assimilation can occur.  If  in some way there is an alteration, then next there will need to be an accommodation; “the relationship of accommodation to assimilation is therefore reciprocal and occurs simultaneously.” (Piaget, 1923; Philips, 1981)  As schema increases and more events are assimilated, future schemes change from past schemes.  The child’s present environment will continue to transform sensory data for particular purposes. “And the day came when the risk to remain tight in a bud was more painful than the risk it took to blossom.” (Nin, 1903)

 

Vosniadou and Brewer (1987) argue that however powerful Piaget’s categories of assimilation and accommodation are, “there is a need to examine how the students progress from novice to expert within a specific subject-area”.  Accretion also involves accumulating facts in the framework of schema and fine “tuning” gradually occurs based on counter evidence.  “Thus as a content teacher, you need to identify students existing knowledge and provide experiences in reading, listening speaking, and writing that help them to progress smoothly through tuning and restructuring knowledge.” (Readence, Bean, Baldwin, 2001)  Research has proven that whenchildren use language for meaningful purposes in an integrated manner: reading, writing, listening, speaking, (Au, 1998) learning proceeds first.  Language development also increases best when children are encouraged to take risks, experiment and make mistakes. (Wells, 1986)  Another critical part of language learning is modeling and scaffolding. (Roehler & Cantlon,1997; Wood, Bruner & Ross, 1976) Hence it is clear that “increasing the degree  to which learning situations are context-rich is an important way to scaffold the development of both  language and academic competence”. (Watts-Taffe, Truscott, 2000)

 

Writing is meaningful and multifaceted, when meaning is communicated and teachers give feedback. In peer discussion groups children are allowed the opportunity to share and learn from other students.  Discussions modeled by teachers are highly motivating and authentic opportunities for student to clarify view points, and build on another’s viewpoints and keep a focus for discussion. (Goldenberg 1992; Perez 1996)  Peer group interactions also imbed the practice of scaffolding and building background knowledge because of the sharing that takes place during the group work.  These practices  are also helpful for ELL learners to understand other students reactions to a shared story. (Garcia, 1999)

 

In order for students to successfully complete tasks scaffolds need to be designed. (Watts-Taffe, Truscott, 2000) with three integrated components: background knowledge/ scheme, vocabulary development, and communication/strong discussion.  Though strongly advocated in research it is not widely observed in elementary school classrooms.  By the third grade year of school, most children can tell you what they think and why, but when asked to explain in writing, students  find it a daunting task. Children rarely make the connection that if they wrote like they spoke their writing would have more clarity. The demands of high stakes testing, and daily standards require me, as a Third Grade teacher in the State of Hawaii, to continue to educate myself to be a high quality teacher to ensure children’s success.  It is essential for children to be effective communicator as writers, to meet the demands of daily standards taught and high stakes testing.  Students need strategies to improve the way they communicate to be effective.  I am researching:  improving effective communication in small group peer conferences as writers. This paper examines current research successes of reading discussion groups; and the lack of case studies in peer discussion groups focusing on improving writing with elementary school children.  Does small group peer conferencing improve student’s effective communication as writers in a third grade self contained classroom?  How do my students perceptions as writers change in peer response groups overtime?