We were moved the NY Times articles and the issues they raise. Many of us teach students similar to Dasani, and this Times series gives us a great opportunity to talk about the issues that students like her present in our classrooms.
This is our third conversation about Dasani and students who face similar challenges, and what it's like to be teachers in schools with students facing the challenges of poverty. Also see:
Margaret has been a frequent guest on Teachers Teaching Teachers since the BP Oil Spill. Her elementary school school students published memorable poems and multimedia commentary on Voices on the Gulf, and Ms. Simons' students continue to publish on Youth Voices http://youthvoices.net/posts/user/3587
It may be a YA novel or a first-chapter book, but I agree with one Amazon reviewer who writes that Blessen is "a book for young readers, but an old reader like me can enjoy it just as well."
In this highlight from the videocast, Margaret reads "Piggly Wiggly," a chapter from her book, Blessen.
Margaret Simon is a teacher-consultant with the National Writing Project of Acadiana, Louisiana. In this podcast we explore Margaret's creative process, her use of a writing group, and her journey in publication. What questions do you have? Please add your comments below.
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?”
East Brooklyn Community High School is a small, academically rigorous high school that is committed to preparing students for college, meaningful employment, healthy personal and family relationships and participation in the life of their communities. East Brooklyn Community High School is a transfer school that is designed to help students who have fallen behind in credit accumulation get back on track and earn a high school diploma. East Brooklyn Community HS is a collaboration between the DOE and SCO Family Services; our curriculum and programs build on SCO’s comprehensive range of neighborhood and community based services that sustain families and children. The academic program will utilize innovative and project based instructional strategies that prepare students to pass Regents exams and develop the skills needed for post secondary options.
We hope you enjoy this podcast, and that you will join us each Wednesday this summer as we develop curriculum together that will address the BP Gulf Oil Atrocity.
Click Read more to see a copy of the chat that was happening during the webcast.
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