Tag Archive: differentiation

When talking with the Year 6 Team recently about proofreading, editor’s marks and marking children’s writing in general I brought up the idea of “the edge of knowing”. This something I picked up from a workshop with either Kath Murdoch or Kathy Short.

The idea behind “the edge of knowing” is that, when marking student work, teachers focus only on one or two elements that the student is almost doing. For example, say a student is starting to include dialogue in their writing but does not use speech marks to show that it is dialogue, then the teacher should mark that and maybe one or two other things – maximum! They should then use that as an opportunity to work with that student, and maybe others who are doing something similar.

Not only is this approach much more empowering for students who may be turned off writing by the constant appearance of a page full of corrections, it is also much more time-effective and focused way for teachers to formatively assess student work.

Do you use an “edge of knowing” approach when marking writing?

Could you see how this approach may be helpful in your practice?

Image by Vadim Balakin

This video contains two clips from reading conferences in 4NB. By involving the students in assessing their own work using the Writing Continuum, Nicky has empowered these two students to think about and discuss who they are as writers. The second clip shows that teachers often need to help students to make the connections between what they would normally say about their writing and the language of the writing continuum.

There is a question at the end of the video. It would be wonderful to hear about your approaches to getting students really involved in the assessment of their writing…