15 Matching Annotations
  1. Dec 2018
    1. me, writing is like breathing. I need it to survive.

      This reminds me of Diane Waff's piece centered around Adrienne Rich's poem, " You must write, and read, as if your life depended on it.https://www.nwp.org/cs/public/print/resource/540

  2. May 2018
    1. Troy Hicks

      Troy Hicks has written extensively over the years about digital writing, and technology for expanding the notions of writing. I find his best work to be about how writing workshop might make a transition with the use of different aspects of technology. His focus is always on the learning and the writing, not the technology itself. Troy and I know each other through the National Writing Project and other adventures. Troy's blog is a good one to follow.

  3. Oct 2017
    1. help them articulate what a better future might look like

      How do we let them know that their voices are needed and valued?

    2. adult leaders are looking in the wrong places,

      For me this speaks to the importance of meeting youth where they are (in digital spaces as well as emotionally/intellectually) and having a good sense of youth culture. Staying current and connected is a big challenge for educators, and by incorporating spaces that are currently being used by youth into our curriculum we can meet younger generations where they are and "speak their language".

    3. developed her voice by participating in a community of practice

      This feels critical to me and something that could be further explored here -- how Communities of Practice support leadership development and action (for youth as well as adults). I see this in my own work at the National Writing Project -- we work together as teachers and writers to develop our practice. And in the process become leaders who can act when/as needed.

      Lave and Wenger are important resources in this part of the discussion: http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/

  4. Jun 2017
    1. Walking away from this webinar tonight thinking about what critical work this is to do. We need to do it together. Thank you for being here and annotating with us.

      Additional resources:

  5. May 2017
    1. Our class practice of sharing writing had a noticeable impact on Abraham.

      This focus on sharing is important. Making and then sharing. Very much speaks to a constructionist framework as well as an essential practice I've learned through working with writing project teachers like Bronwyn.

    2. Along these lines

      The proceeding sentences here show an important framework around the work she is doing here.

  6. Feb 2017
    1. Trust

      Struck by the role of trust in this process. As well as interest.

    2. Trust Me. This is Different.

      Provocative title! Curious to learn what is so different.

  7. Dec 2016
    1. This is great, we all seemed to agree, yet one of us cautioned, “Without that connection with his mentor, though, this playlist might not have even got past the first XP.”

      In some of the assessment work I've done which involved looking closely at the youth submissions in response to playlists, I found it important to ask, "How might these playlists be warm demanders?"

      Reading this post now, I think that a student like Mary might read our playlists as "warm" opportunities because of the creative outlet and social connection she sees. A student like Precious may not see the social connections as safe, nor will she see the demands of the playlists as an opportunity without the help of a mentor or knowledgeable other.

  8. Sep 2016
    1. These shifts are accelerated by access to technology that has transformed how we learn. However, making these shifts equitable across countless classrooms is more than purchasing technology or creating creative learning spaces. In order to reimagine classrooms and to leverage technology, educators need opportunities to develop new skills, knowledge, and dispositions to create opportunities for deeper learning that align with the world we live in.

      This is where Step One should happen -- re-imagine Professional Development for teachers, and move away from the Stand/Deliver Sit/Listen sessions that do very little to move the needle forward. The National Writing Project's model of "teachers teaching teachers" and interactive PD sessions, where reflective practice and collaboration is at the heart of teacher learning, is a model I turn to all the time.

  9. Jun 2016
    1. Girls and reality TV are a potent combo, Girl Scouts report says

      This article is part of a text set being used in a mini unit for argument writing. In the unit, students are asked to mark insights from the research with an asterisk and important facts with an F.

      How might this type of a coding strategy support meaning making and a student's subsequent ability to use this text as evidence in an argument?

  10. Aug 2015
    1. but in conversations with educators of late I’ve come to realize that we often mean different things by the word “annotate.” Annotation connotes something distinct in specific subject areas, at different  grade and skill levels, and within certain teaching philosophies.

      One group I've been in conversation with lately that has troubled my idea of what it means to annotate is the National Writing Project community.

      One particular conversation with those folks took place as part of an Educator Innovator webinar that you can watch here.

      Image Description

      Thanks, Erick Gordon, Adele Bruni, Nathan Blom, and Louis Lafair!