Cheryl Ball and Drew Lowe's new FREE ebook Bad Ideas About Writing is your new #1 weapon to bury zombie ideas about writing and writing instruction for good!
Introducing a new collection of resources that exemplify some of the best connected learning practices from Pittsburgh.
Years in the Making with Connected Learning seeks to offer lessons on the evolution of Connected Learning through the vantage points of mentors, community collaboration, and interest-driven learning.
This collection shares resources created by educators across the Educator Innovator network who are working to transform their teaching in order to promote connected learning.
Resources in this collection have emerged from a growing partnership between the National Park Service (NPS) and the National Writing Project (NWP) designed to bolster connected learning opportunities within the national parks and reach more young visitors and educators.
- Writing Feedback
- university writing
- Writing Instruction
- first year writing
- teaching writing
- Growth mindset
- connected learning
- learning innovation
- Remake Learning
- museum education
- art museum teaching
- arts education
- art museum
- project based learning
- malcolm x
- random house
- authentic audience
- LRNG Grant
- LRNG Innovators
- meaningful audience
- Social & Emotional Learning
- Gateway Writing Project
- OneCity Stories
- race conversations
When I began my work at the University of Wisconsin-Madison in 2013, I was surprised to find both confusion and concern over teaching with technologies from the millennial preservice teachers I worked with- so-called tech-savvy digital natives. Little coursework and even fewer opportunities in practicum/student teaching placements offered experience planning for or implementing technology in the classroom. Even when I integrated digital writing projects into our methods curriculum, we still faced the challenge of transfer, as preservice teachers needed support diving into the why of designing their own digital writing projects in order to make them manageable and meaningful for their differing classroom contexts. It struck me that these were many of the same challenges facing practicing teachers in the schools I had worked in previously.
I’ve had a couple of crappy days this week, so when it looked like things might be easing last night, I found myself sitting at my desk, itching to make something. Let me be more specific. I found myself craving the experience of being immersed in the process of creating something. Of composing.
As my district moved to a 1:1 environment with Chromebooks for all students in grades 5-12 a few years ago, I couldn’t help but be excited about the possibilities of moving to digital writer’s notebook. Afterall, wouldn’t that be a more authentic, modern writing experience for students? How many of us handwrite a draft of anything these days? For me, the majority of my writing happens digitally, with my drafting, revising, and editing happening concurrently as I type, rather than as discrete steps. For many students, their out of school writing happens this way, too: on social media and in messages to friends. Despite this, I also wondered if some intangible part of the writing process would be lost or if the magic of having such a linear, messy paper notebook would hinder students’ thinking.
The post first appeared on my blog, All Hands on Deck, at the end of August 2016. It emerged as part of a discussion about remix, digital writing, etc., in the #clmooc2016 community. Kevin Hodgson and Sheri Edwards responded, beginning a thought-provoking conversation in several digital spaces. Kevin suggested I repost this here.
by Sharon Murchie and Janet Neyer
We met in 2015 at the Chippewa River Writing Project’s Summer Institute. Janet was a returning CRWP Teacher Consultant and Sharon was a Red Cedar Writing Project Teacher Consultant joining the CRWP for the summer. When given the opportunity in the institute to fashion our own inquiry project on writing, we both identified the research process as an area that intrigued us. As teachers we have always loved research — even back to the days of card catalogs, index cards, and microfiche.
Yeah, we’re geeks like that.
Years ago, I went in search of an audience for my students, although at that time I didn't know that was what I was doing. I’d seen enough student writing to know that I wasn’t doing something right. They were smart, interesting and capable of all manner of argument, but I was frustrated by assignments that weren’t helping them put those traits into their writing. I noticed that they were willing to risk suspension by breaking through the district’s internet firewall to reach sites like Myspace and Facebook where they went to write (Write!) about the things they cared about and in ways that reflected their personalities. This was what I was looking for, so I started a website where my students and I could build on the conversations we were having in class, where they would write like they were for those websites. I envisioned a free flowing forum of ideas and enthusiasm, a place for authentic voices like I’d seen in other places, like I’d heard in my classroom.
Their World – A Digital One
By Amy Quinn
This is the only world young students know of… a digital one.
As an adult, we can see this “change” as clear as night and day because we remember the “before.” There was a time we didn’t all carry our smartphones everywhere. The “before” was a time when every place didn’t have wifi. We remember how Sunday mornings were spent holding onto a crinkly newspaper. Our main inbox was an actual mailbox. Book stores were common. The only choice for programs to watch on TV were the shows scheduled. When having a phone conversation, the only image we had was… the one in our mind.
Research papers often get a bad reputation. But we conduct research all the time in our everyday lives. Whether we want to understand civic issues or make a major life purchase, we need research skills to sift through all the information. Research writing skills students practice in the classroom need to transfer to their lives too. The most powerful opportunities for this kind of academic learning to transfer to lifelong skills happens when students have some degree of choice about the topics and texts they will study, are able to socially construct new meaning from shared experience, and to demonstrate their skills in both writing and through other media.
As I enter my 21st year of teaching at Thurston High School in the South Redford School District, I have seen the change in how my students learn. Students in 2016 are no longer the same passive consumers of information that they were in the mid 1990s. Instead, they have transformed into creators of information they disseminate through blogs, podcasts, YouTube videos and more. In fact, hundreds of hours of content are uploaded to YouTube every minute. The transformation from consuming to producing created a need for me to change my teaching style in order to encourage student engagement.