Perhaps most notable is the dramatic increase in self-confidence and self-esteem which CW tends to develop among learners. The experimental stance with regard Teachers writing project writing in general appears to fee back into the teaching of writing.
We hired some of our best K NNWP teacher-presenters to write "model lessons" that used songs as their "mentor texts," we paid those presenters stipends to come share their lessons with our classes' participants, we selected the very best lessons written by those same class participants, and--with permission--we posted those lessons alongside our presenters' lessons at our " iPods and Song Lyrics Lesson Page " at WritingFix.
Inevitably, these gains are reflected in a corresponding growth in positive motivation. WritingFix, however, should NOT go away; Dena and I decided that we would take over paying the bill for all annual fees that keep the website online and free-to-use.
I read lots of content and comment on my return, and am already feeling jazzed to participate as regularly as I can.
I ultimately watched hundreds and hundreds of our local K teachers collaborate and implement research-based strategies in new lessons we asked them to create in exchange for recertification credit.
We believe that teachers are the best teachers of teachers, and we believe that teachers who write are the best teachers of writing. Two in-person focus groups were also conducted with students in grades from the same College Board school.
As mentioned above, a key characteristic of CW is a willingness to play with the language. Their reasons are varied, but many teachers noted that because students are required to write by hand on standardized tests, it is a critical skill for them to have.
I can now improve the way students write papers, work with different kinds of students with different needs, learn how to adapt to generational gaps, and facilitate a healthy learning environment. Last summer, I lurked here and there. School-Home Partnerships That Support Student Learning, March In this chapter the authors discuss what they have learned from families and how family funds of knowledge became central to their curriculum, creating what they call a "connectional curriculum"—practices that link classroom learning with families and communities.
What are you reading? Teachers of CW tend also to be better teachers of writing in general My evidence for these assertions is largely anecdotal, backed by a survey of writing teachers I conducted in This summer, I have decided to participate.
Repetition, dialogue, and imagery in conversational discourse. Learners suddenly realize that they can write something in a foreign language that has never been written by anyone else before, and which others find interesting to read.
Remember the old Schoolhouse Rock? Make learning more stimulating and enjoyable by breaking the monotony of classroom events. Want to participate in the hottest camp around? For more information, visit www. In recent years there has been a resurgence of interest in the role of play in language acquisition.
But it skews towards educators who teach some of the most academically successful students in the country. There is also a wide distribution in the age and experience levels of participating teachers.
Who We Are The Western Pa Writing Project is a non-profit, teacher-centered professional development program, serving area schools and students for nearly thirty years. Through this "make-and-take" style of teacher workshop, I saw some truly great lessons being created; I also saw some stinkers, and it's important to be honest about that.
Research shows that, if not nurtured, creativity takes a nosedive by fourth grade.
Wright, Andrew and David S. It was too bad too. The power of the teacher as model, and as co-writer is inestimable.
As I wrap up this school year and prepare for the next, I hope to continue building a more student-centered, authentic classroom through implementation of the methods and model text types for teaching reading and writing I have been exposed to through my experiences with the San Jose Area Writing Project.
These sessions, during which my fellow teachers and I read great texts, brainstorm possibilities […]. The Pew Internet Project takes no positions on policy issues related to the internet or other communications technologies.
Increase student motivation by actively promoting learner autonomy. I don't know why I enjoy teaching writing so much, but I do.The TCRWP provides a wide range of professional development services, from in-school staff development devoted to implementation of reading and writing workshops and content area literacy instruction to day-long workshops, week-long institutes, and year-long study groups.
A survey of 2, Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students. A Think-Aloud Approach To Writing Assessment.
The think-aloud approach to classroom writing assessment is designed to expand teachers' perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way.
The SJAWP (San Jose Area Writing Project) is a California Subject Matter Project, an affiliate of the National Writing Project and the California Writing Project.
We are a non-profit organization of, by, and for teachers dedicated to improving the teaching and uses of. focusing the knowledge, expertise, and leadership of our region’s teachers on sustained efforts to improve writing and learning for all students For over 25 years, the Penn State Lehigh Valley Writing Project (LVWP) has been helping local teachers across all disciplines and grades improve the teaching of writing and learning in their schools and communities.
NWP leaders study and share effective practices that enhance youth writing and learning, work collaboratively with other educators, design resources, and take on new roles in effecting positive change.Download