inquiry

AprilWebinarSeries.png By Howard Rheingold Joe Dillon, 11th grade English teacher and instructional coach at Rangeview High School in Aurora, Colorado, started using social media with his students when “in my second year of teaching, my curiosity was sparked when I noticed they were texting each other in class.” From the beginning, Dillon was in the habit of...
This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students’ digital writing.
A version of this post appeared yesterday at my blog. My students have been writing commentaries about The House on Mango Street for about a month. I modified Sheridan Blau’s format to account for the fact that I’m working with 9th-graders instead of college students. At the beginning of the year, my students often respond to challenging tasks by remaining quiet and waiting for help.  With this...
This post appeared earlier today at my blog. I intended to blog about writing commentaries with my students in this post, but my thoughts went in a different direction this week. In Chapter 4 of In the Middle, Nancie Atwell recounts a visit to her classroom from the legendary writer and teacher Don Graves. At the end of the day Graves came and stood in my doorway with his coat on, smiling. “What...
A version of this post appeared earlier today at my blog. Just as my CLMOOC 2013 adventure began with an invitation in the spring, my CLMOOC 2014 experiences began in the spring with an invitation from Christina Cantrill and Kevin Hodgson to be a member of 2014 CLMOOC support team. The team’s role was to support, coach, and encourage CLMOOC participants as they created and connected during the...
A version of this post originally appeared at my blog. In her book ELL Shadowing As A Catalyst for Change, Ivania Soto quotes a teacher who – after following a protocol to shadow an English Learner student for several periods – discovered that she was doing most of the talking in her classroom.  The teacher goes on to note that the person who talks the most tends to learn the most; she had...
A version of this post originally appeared on my blog. (I am indebted to Paul Oh & Christina Cantrill, both for the title of this post, which comes from an episode of NWP Radio in which they invited me to participate, and for their encouragement to reflect on and write about my experiences.) In the spring of 2013, when I accepted Carolyn Frank’s offer to be the Connected Learning liaison for...
Teaching in the Connected Learning Classroom, a new ebook from the Digital Media and Learning Hub, is produced and edited by a group of National Writing Project educators and takes examples of practice that teachers have shared online—here at the NWP Digital Is website—and curates them into a larger collection. This collection, unique in its focus on in-school work, explores the principles of...
What is connected learning? What does it look like in practice? As I participated in the National Writing Project's Making Learning Connected #clmooc and the Tar River Writing Project's Connected Learning Institute this summer I realized that the 2013 Legacy Garden project, and much of my teaching practice, is connected learning. My priorities as an educator have always centered upon creating a ...
Originally posted as a blog post February 2012. I tried to explain what this means to me in my own learning in a screen-cast this last summer: Now comes a few examples from my students. I ask my students to do a bit of research and some writing about a burning question they have about something of interest to them. More about my curriculum here. I'm interested in this notion of connected...

Pages

Filter by keywords:

Filter by collection section: