curriculum

Writing and Reading in the Classroom

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Author: James Britton

Summary: Within this foundational piece, Britton describes examples of K-university classroom practice, as well as theory and research supporting learning environments where reading, writing, and talk become catalysts for communication, collaboration and learning. The depth and breadth of this chapter might lead to some intriguing opportunities for study groups to draw parallels and contrasts between 1987 and today; to historically and theoretically situate practices such as dialogue journals, free-writing/free-reading, collaborative learning, and real world learning; and to explore further suggestions for teachers and administrators.
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Working with a Mandated Curriculum

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Author: Kelly Lock

Summary: Do you ever feel as if we live in a perpetual state of top-down, mandated pedagogy? How are classroom teachers responding to calls to act on these directives? This is the question Kelly Lock tries to answer as her school district orders an abrupt midyear mandated transition and required change to the writers’ workshop model.This article could be a valuable piece for educators who wish to discuss where we each draw the proverbial “line in the sand.” When do we give the new mandate a whole-hearted try and when do we adapt to include strategies for the benefit of our students?
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Historical Fiction in English and Social Studies Classrooms: Is It a Natural Marriage?

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Author: KaaVonia Hinton, Yonghee Suh, Lourdes Colón-Brown, and Maria O’Hearn

Summary: What happens when history and ELA teachers form a study group to develop understandings of disciplinary literacy and ways this new knowledge might affect each person’s practice? As members read and reflected together on historical fiction and nonfiction, they found that reading texts from both disciplines helped to more fully contextualize a historical period and promote historical empathy. This piece could generate ideas for forming similar study groups and provide an opportunity for teachers to delve into questions and issues related to disciplinary literacy within a professional development forum.
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Content Area Literacy and Learning: Selected Sources for the 21st Century, An Annotated Bibliography

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Author: Judith Rodby

Summary: Those looking for materials related to content area and cross-disciplinary reading may find this annotated bibliography useful. It is organized around three general categories of research and practice: 1) generalized reading strategies; 2) adapting/applying generalized reading strategies to specific content areas (math, science, history); and 3) content area-specific approaches that focus on genres, discourses, and identities implicit in the ways of knowing in subject areas and disciplines.
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Students Take a Stand

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Author: Scott Glass

Summary: Are you looking for resources to help teachers to use digital media in safe and positive ways in their classes? This teacher’s brief essay describes the curriculum he created to support his students to develop a productive digital routine, craft a positive online identity, and use social media to be generous, kind, and thoughtful. As they developed skill using YouTube Editor, WeVideo, and iMovie, they addressed a real-life tension with anonymous, bullying posts on Yik Yak by leveraging social media in a positive way. The video they developed, as a class, is embedded in the article.
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Interest-based Learning and Passion Projects

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Guests: Laura Bradley, Kim Douillard, Elyse Eidman-Aadahl, Paul Oh, Jo Parasio

Summary: In celebration of October’s Connected Educator Month, this webinar focuses on creating opportunities, space, and time for all youth to be agents in their own learning. The participating educators draw inspiration from the “Maker Movement” and the Connected Learning principles as they share ideas and strategies related to the notion of youth agency. Links to numerous additional resources are provided.
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Protest and Student Voice

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Author: Kathleen Hicks Rowley

Summary: This article describes how a teacher introduces her students to liberatory practices and protest movements as a framework for year-round readings, writings and curriculum. Based on the understanding that part of a teacher’s role is to help students make connections to moral responsibility within the world, the teacher/author designs curriculum that includes a classic novel like Lord of the Flies with its themes of injustice and places it alongside a study of trauma and mass incarceration. Reading/writing connection ideas like this are relevant to educators seeking curriculum that explores critical literacy and concepts of injustice. Community youth writing projects could also use this resource.
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Site-Based Leadership Reforms the Writing Curriculum on the Other Side of the Tracks

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Author: Nancy Remington and Robert McGinty

Summary: Leaders from the Great Basin Writing Project in Nevada describe a long-term school partnership that gave teachers at Southside Elementary the opportunity to redesign curriculum and reshape the writing culture of their school. This inquiry-centered approach to professional development, designed and led by teachers-with support from the writing project site, could be a model for any school.
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Subversive Acts of Revision: Writing and Justice

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Author: Heather Bruce

Summary: Bruce explains how revision can be taught as a tool to critique unjust texts. She writes, “We must …speak back to those who would take our power from us and continue a legacy of damage to our students.” Reading this piece could spark powerful conversations about teaching for social justice while supporting students as critically active readers who write as a way to resist and/or advocate.
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Teaching in the Connected Learning Classroom

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Author: Antero Garcia, Christina Cantrill, Danielle Filipiak, Bud Hunt, Clifford Lee, Nicole Mirra, Cindy O’Donnell-Allen, and Kylie Peppler

Summary: This collection of compelling firsthand vignettes written by NWP educators illustrate “connected learning principles” and depict teachers designing opportunities for all students to have access to, participate in, and thrive within the ever-shifting demands of the twenty-first century. This resource will be exciting for teachers looking for inspiring curriculum design that is based in solid research and theory about teaching and learning while engaging the affordances of new media and networked technologies. For further reading, visit Educator Innovator.
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