Changing Students' Lives Forever
INTRO; It has been recognized in Writing Next as having the single largest effect of any researched approach to writing instruction. I dare you to not be infected with how positive I am about SRSD. What fascinated me was how quickly the gains were made. English teachers were saying, you know, we're seeing such a difference in students' writing. What's going on? You're not just learning to write, but you're writing to learn.
I'll tell you about this one young man who was in third grade, he's definitely learning disabled. He came in there and he was just, "I'm not doing this".
I left an assignment, an opinion piece. I'd be submitting these essays to the barnstable county courthouse competition knowing that because of my particular population, I couldn't guarantee that anybody would actually place. We started anyway, and we just kept on working, we were writing and I was modeling and you know, we had some fun with it.
SRSD teaches students to be independent learners and own the process. The power of SRSD is in the self regulation strategies and it really is what helps students become motivated.
What we found is that SRSD has the highest effect size of any writing intervention out there. U.S. Department of Education says, "SRSD has the strongest evidence rating".
SRSD is scientifically based on 50 years of research and cognitive science and educational psychology. We also see what kids Write. We see where they start, we see what they do at the end. You show that to teachers and it is pretty obvious.
And after he learned just one single strategy for SRSD, he turned into a writer and at the end of it he said, "Look, I'm already on the back" so he was so excited that he had written on the front and the back and I said, would you read your piece to the class? He was thrilled. And this was a boy who wouldn't write.
Meta-Analysis Effect Size:
SRSD Instruction: 1.59 Traditional Instruction: 0.34
Scientifically, it's proven to work time and again, different situations, different writing genres, different ages of kids, different countries, different cultures. Consistently it makes a difference in how well students write.
This little boy's mother came in for parent teacher conference and was flipping through his work and as she read it she looked at the teacher and she said, "This can't be my son's writing, you know, does this belonged to someone else, and as she kept reading she just tear it up. She couldn't believe how much her son had developed and changed so much that she didn't think that it was him. To my surprise, this particular student won is category for opinion writing essays. I truly know this because of a process that finally clicked for him and finally made the difference that he needed in his confidence and his ability to write.
Student Accolades: "Last year I went to a D because I wasn't that good at writing and then I went with him to B. I guarantee you improved your writing to the point where you're writing is just phenomenal. I want to be a writer when I grow up."
My dream is to see what those students look like in twelfth grade and to see what they can do in college and what they can do on the job and to see what their attitudes and beliefs are about writing. We will make a meaningful difference in the school experience.
I had this note at home and it said, "Thank you, Mrs Sykes, for teaching me how to write".