blog : Creating Effective Mini-Lessons

09/30/2010

Developing writing skills is developmental. A one size fits all and formulas do not always lead to successful student writing. What leads to successful student writing skills, is the opportunity for students to learn and develop writing through individualized and authentic experiences. Mini lessons are one instructional writing tool that builds on what students already know so that they can improve and develop writing skills through experience and discovery. The writing mini lesson is a proven strategy for individualized writing instruction that meets the developmental needs of students as they develop their writing skills.

When I entered the teaching profession in the late 1980s the writing workshop became a new paradigm for writing instruction. Process was advocated over product and mini lessons were an integral tool in the writing workshop paradigm. Today, thanks to writing gurus like Nancie Atwell, Linda Reif, and Constance Weaver, the mini lesson has become an important component of effective writing instruction.

Here are some tips for the creation of effective mini lessons:

Determine Content Need

As writing teachers, we often see patterns in our students’ writing. Document the skills that the students mastered and what they need to master.

Keep the Mini Lessons Short and Simple

Mini lessons should be ten minutes or less. Break down the mini lessons into the smallest component. For example, maybe one mini lesson should cover 1 or 2 comma rules instead of all 7 comma rules. Think of chunking the information that the students need to learn about writing in the smallest morsels as possible.

Engage the Students and Provide for Interaction

These are important points to stress. Worksheets and drill sheets are not the most effective means to teach writing skills. Instead, consider the students’ experiences and what they all ready know about language. Create activities that provide for multimodal interactions.

Practice!

Once you introduce a new writing skill, give the students ample time to practice.

Consider What’s Next?

One of my favorite questions to ask students is “What did you learn and why is it important?” This question is also relevant when for teachers as they consider what their students and their learning. Once a mini lesson is completed, we need to ask, “What’s next?” What have the students mastered and what do they need to learn next?

For additional information on mini lessons and how to use kinesthetic models for writing and grammar instruction, see Teaching Writing in the Inclusive Classroom.

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