Paul Allison @paulallison is joined by one of his colleagues from New Directions Secondary School http://ndssonline.org, Jake Jacobs @NYarteacher and by Virginia Vitzthum @myblinddate , Editor of Youth Communications' Represent magazine http://www.representmag.org/The youth-written stories in Represent give inspiration and information to teens in foster care while offering staff insight into those teens’ struggles.
Click Read more to see the chat that was happening during this live webcast, and to find many links to the resources shared during this episode of TTT.
On this episode of TTT, @kfasimpaur @JimNordlinger @paulallison @monk51295 and Marina Lombardo consider what video or videos might come from the Youth Voics Summer Program.
This is a planning-in-public episode on Teachers Teaching Teachers, which we held less than a week before we launched into the three-week Youth Voices program this July, which was the New York City Writing Project's participation in the Summer of Making and Connecting and part of the National Writing Project's Educator Innovator.
The week before this episode of TTT, with my colleagues in the New York City Writing Project, Grace Raffaele, Jim Nordlinger, Noah Gordon, and Aliyah Hayes, we had been individually meeting 13 high school students were joined by five teachers for a three-week summer program focused on http://youthvoices.net/grid and http://youthvoices.net/play
What an exciting group of youths we were lucky enough to gather for this program! And thank you to all of our supporters who contributed to make this possible!
On this episode of TTT, Jim Nordlinger our video production lead and Karen Fasimpaur (who joined us in the third week) and I continue an ongoning conversations we've been having about the story we want to tell with a video that Jim has been shooting about the deep learning students and teachers do together on Youth Voices. Even as I type these notes for the podcast (from my one-week vacation in mid-August) Jim is working to finish editing the many, many hours of video that he captured during our work together in July. Reviewing this episode of TTT and seeing your comments should at least inspire Jim, and might also suggest an angle that he had forgotten.
From the intake interviews in the last week of June (and even before in a teacher's classroom) to the final exhibition on July 25th Jim has been pointing his camera at our interactions. On this episode of TTT we be talk about what story we want to tell with this video project.
Please take the time to listen to this podcast, then we would love for you to add any insights you might have about what audience we should be aiming to connect with (the average civilian?) and what message we want to convey about the way teachers and students can work together in an online learning space built on National Writing Project values and beliefs.
Enjoy this episode of TTT, as we make transparent our planning process. We would love to have you challenge us and support us, to make us re-think and to be inspired as well.
Click Read more to see the chat that was happening during this live webcast.
Presentation Description: This keynote session by Karen Fasimpaur for the “Visioning New Curriculum” strand talks about the unique opportunities presented by Common Core, digital tools, openness, and innovation. The time for one-size-fits-all, top-down curriculum is over. This session gives examples of curriculum that is personalized, real world, iterative, and collaborative. It is time for a new era in curriculum — one that is digital, open, innovative, and built by and for our community. This video includes reflection questions which can be explored collaboratively athttps://p2pu.org/en/groups/k12-online-2012/ The ideas in this video were developed collaboratively with a group of many people much smarter than me. Thanks to everyone who played along. This process was a testament to the power of collaboration and of creation as way to reflect and learn.
66:16 minutes (15.17 MB)
On this week’s Teachers Teaching Teachers, we have some of our current and former students on the podcast to talk about the high school-college transition. We are also joined by a couple of National Writing Project teachers who have been involved with the “Framework for Success in Post-secondary Writing” that came out a few months ago. These frameworks include this amazing list that we invite you to explore:
Habits of Mind
The Framework identifies eight habits of mind essential for success in college writing—ways of approaching learning that are both intellectual and practical and will support students’ success in a variety of fields and disciplines:
Curiosity: the desire to know more about the world.
Openness: the willingness to consider new ways of being and thinking in the world.
Engagement: a sense of investment and involvement in learning.
Creativity: the ability to use novel approaches for generating, investigating, and representing ideas.
Persistence: the ability to sustain interest in and attention to short- and long-term projects.
Responsibility: the ability to take ownership of one’s actions and
understand the consequences of those actions for oneself and others.
Flexibility: the ability to adapt to situations, expectations, or demands.
Metacognition: the ability to reflect on one’s own thinking as well
as on the individual and cultural processes used to structure knowledge.
What is College Readiness in Writing? and How Do We Get There?
Every year, we have far too many students like Ian. They aren’t the AP kids (though they might be), and they aren’t the students who fail our classes. They do OK, even sometimes receiving excellent grades in our high school classrooms. But when they get to college, they place into Developmental English classes, or worse (like Ian) they crash and burn and drop out of college. They fall off the bridge between high school and college. This site is devoted to local efforts to help more students graduating from high school place directly into college level writing classes, and importantly—do well in freshman composition. It is meant both as a resource and a professional community of practice dedicated to doing more to prepare our students for college and for helping these students do well once they are in college, for “college readiness” and “student success” in college are really two sides of the same coin.
Kirsten Jamsen whose affiliations include being the co-director of the Minnesota Writing Project.
Kirsten presented on the “Frameworks for Success in Postsecondary Writing” at the National Writing Project’s Annual Meeting in November, where she discussed the statement’s purpose, and recounted the process of composing it. We’ll ask her do some of that again. We’ll also use some of her questions from that session to guide our discussion on Wednesday evening: “What is your response to the statement? How might you use it to promote effective writing instruction at your school? How could this statement help you design thoughtful professional development?”
Every few weeks, since the March 11th earthquake, tsunami, and ongoing nuclear crises in Japan, we've been checking in with a few teachers there.
On this episode of Teachers Teaching Teachers we are joined once again by Kim Cofino who gives us us a general update on her own, her students' and colleagues', and her neighbors' responses to the crises. Kim also describes “quakestories,” a project she started along with Mary Fish, who also joins us from her school in Japan on this episode of TTT.
Another teacher from Japan and self-described “change agent,” Eric Bossieux, joins us once again, and a colleague of Paul Allison’s at East-West School for International Studies, David Bantz brings his perspective as well. David is a Japanese language teacher who had just returned from a trip to Japan a week before this webcast.
Click Read more to see a copy of the chat that was happening during the webcast.
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