Tend Your Garden offers an original and adaptable classroom model,
built on a foundation of educational research, for motivating young
adolescent writers. The Young Adolescent Motivation Model of
Writing (YAMM) places the young adolescent learner, aged 11-14, at
its center, surrounded by the components needed to motivate the
learner to high levels of academic composition or creative writing.
The components of the model are: teaching to the whole child;
developing a writing community; presenting motivating,
high-interest lessons; integrating process writing across the
curriculum; offering choice and critical thinking; building upon
each writer's strengths; and using authentic assessment. Each
component is revealed within succeeding chapters that blend best
practice pedagogy with related theory. Sample lessons that fit the
needs and engagement levels of young adolescent writers are
provided, representing a wide array of writing genres and content
area subjects. The YAMM model and the illustrative lessons build
upon a background of motivation theory, authentic inquiry, and
multi-modal responses. Literature, drama, music, drawing, and
painting are offered both as invitations to writing and as
responses to writing, and these are applied within a process-based,
workshop format, with teacher modeling of each stage of the writing
process. The approach recognizes motivation that is tied to the
needs of young adolescent writers and that places responsibility on
students in their development as writers and learners, while the
teacher assumes a facilitative and supportive role of discovering
the strengths, interests, and literacy needs of each student. The
holistic, learner-centered process approach represented by the YAMM
model nurtures students' motivation for achieving success in
writing because it necessitates evolving, facilitative roles for
the teacher in a collaborative writing community decidedly focused
on the success of all young adolescent writers. A primary purpose
for writing the text is to identify and describe the characteristic
needs of young adolescents, and what these needs imply for those
student writers, to the key adults in their lives-teachers, school
officials, and parents-who undoubtedly support these young people's
achievements. The author selects and weaves thirty years of
classroom teaching experiences into each chapter, highlighting
memorable moments with her students and inserting her own
reflections and inspirations of learning to write along with her
students.
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