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"content": "\u003cp>Writing can be a challenge for anyone staring at a blank screen, faced with creating something from scratch. Making the leap to writing a novel can seem like a daunting task, but for English teacher Laura Bradley, assigning her students to write a novel every year is now part of how she teaches English to middle school students. The \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources\">Young Writers Program\u003c/a> at National Novel Writing Month (NaNoWriMo) has helped make that possible.\u003c/p>\n\u003cp>“This has been a huge game changer,” said Bradley, who teaches at Kenilworth Junior High School in Petaluma, California.\u003c/p>\n\u003cp>Students do the bulk of their writing in November, which is the designated month of NaNoWriMo, but Bradley sets them up for success by building in planning time beforehand. In preparation, students identify their novel’s genre, create characters, craft conflicts and outline the plot. 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They set a word count goal on the NaNoWriMo site to determine the length of their novel -- the range for the entire novel is between 10,000 to 25,000 words for Bradley's students.\u003c/p>\n\u003cfigure id=\"attachment_46764\" class=\"wp-caption alignnone\" style=\"max-width: 831px\">\u003cimg class=\"size-full wp-image-46764\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/plotplans.jpg\" alt=\"Students completing plot plans for their novels during NaNoWriMo. \" width=\"831\" height=\"623\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans.jpg 831w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-520x390.jpg 520w\" sizes=\"(max-width: 831px) 100vw, 831px\">\u003cfigcaption class=\"wp-caption-text\">Students completing plot plans for their novels during NaNoWriMo. \u003ccite>(Courtesy of Laura Bradley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When November 1st rolls around, students start writing. They use both class time and homework assignments to write their novels. Writing a novel isn't just an assignment for her students; Bradley writes a novel alongside her students and Kenilworth's principal has also participated. NaNoWriMo is a school-wide project for all students in the eighth grade and Bradley likes the project because it's a big, challenging goal that lets kids stretch their skills and engenders a deep sense of accomplishment.\u003c/p>\n\u003cp>“They have to make so many writerly decisions during NaNoWriMo that they develop very very quickly in their writing skills and in their confidence,” said Bradley in a \u003ca href=\"https://www.facebook.com/MindShift.KQED/videos/1099550043414247/\">Facebook Live\u003c/a> interview with MindShift. “By midway through NaNoWriMo, they say things like, 'I have never written something so long before and I’m not even close to being halfway done with my novel.' So their confidence grows by leaps and bounds because they devote so much time to writing.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>CONNECTED LEARNING\u003c/strong>\u003c/p>\n\u003cp>When Bradley started using NaNoWriMo six years ago, students were writing by hand. She then applied for a grant to acquire a laptop for each student. The laptops have made everything easier; student can write more quickly, look up resources online, and connect with other students engaged in the NaNoWriMo challenge. Participants receive pep talks by email and can see videos by other students and published authors, like John Green.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=PCTO91aBFXk\u003c/p>\n\u003cp>“When I can show them a video by John Greene -- who’s one of their favorite authors -- and he talks about NaNoWriMo, suddenly a class assignment is not like school anymore. It’s an assignment that famous writers do that people all across the world do. My students are able to join into that international community,” Bradley said.\u003c/p>\n\u003cp>Students can even publish their books using CreateSpace and sell them on Amazon, which owns CreateSpace. Bradley keeps students’ novels in her classroom library, and Petaluma’s local bookstore, Copperfield’s, hosts author events where the students can read excerpts from their novels.\u003c/p>\n\u003cp>Bradley said teaching kids how to write a novel was a huge leap for her because she had no experience as a novelist herself.\u003c/p>\n\u003cp>“I love to teach writing, I love to read, but I have never considered myself a novelist. It’s not a form of writing that I ever thought I could attempt. So how could I possibly teach it to my students?”\u003c/p>\n\u003cp>The NaNoWriMo Young Writers Program already had \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources\">curriculum and workbooks\u003c/a> available for free. They also connected novel writing to \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources\">Common Core\u003c/a> State Standards. All of the eighth graders at Kenilworth Middle School participate in NaNoWriMo, including English Language Learners. Teachers adjust the assignment to meet the needs of each student.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Don’t let anyone tell you that this is not Common Core because it is about the most real world writing challenge that we could ever give our students,” said Bradley. “It’s really what we should be doing in English class.”\u003c/p>\n\u003cfigure id=\"attachment_46763\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"size-full wp-image-46763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Book-pics.jpg\" alt=\"Student novels\" width=\"834\" height=\"623\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-800x598.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-768x574.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-240x179.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-375x280.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-520x388.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">Student novels \u003ccite>(Courtesy of Laura Bradley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Writing can be a challenge for anyone staring at a blank screen, faced with creating something from scratch. Making the leap to writing a novel can seem like a daunting task, but for English teacher Laura Bradley, assigning her students to write a novel every year is now part of how she teaches English to middle school students. The \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources\">Young Writers Program\u003c/a> at National Novel Writing Month (NaNoWriMo) has helped make that possible.\u003c/p>\n\u003cp>“This has been a huge game changer,” said Bradley, who teaches at Kenilworth Junior High School in Petaluma, California.\u003c/p>\n\u003cp>Students do the bulk of their writing in November, which is the designated month of NaNoWriMo, but Bradley sets them up for success by building in planning time beforehand. In preparation, students identify their novel’s genre, create characters, craft conflicts and outline the plot. Students are free to choose their topics and develop their main characters. They set a word count goal on the NaNoWriMo site to determine the length of their novel -- the range for the entire novel is between 10,000 to 25,000 words for Bradley's students.\u003c/p>\n\u003cfigure id=\"attachment_46764\" class=\"wp-caption alignnone\" style=\"max-width: 831px\">\u003cimg class=\"size-full wp-image-46764\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/plotplans.jpg\" alt=\"Students completing plot plans for their novels during NaNoWriMo. \" width=\"831\" height=\"623\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans.jpg 831w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/plotplans-520x390.jpg 520w\" sizes=\"(max-width: 831px) 100vw, 831px\">\u003cfigcaption class=\"wp-caption-text\">Students completing plot plans for their novels during NaNoWriMo. \u003ccite>(Courtesy of Laura Bradley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When November 1st rolls around, students start writing. They use both class time and homework assignments to write their novels. Writing a novel isn't just an assignment for her students; Bradley writes a novel alongside her students and Kenilworth's principal has also participated. NaNoWriMo is a school-wide project for all students in the eighth grade and Bradley likes the project because it's a big, challenging goal that lets kids stretch their skills and engenders a deep sense of accomplishment.\u003c/p>\n\u003cp>“They have to make so many writerly decisions during NaNoWriMo that they develop very very quickly in their writing skills and in their confidence,” said Bradley in a \u003ca href=\"https://www.facebook.com/MindShift.KQED/videos/1099550043414247/\">Facebook Live\u003c/a> interview with MindShift. “By midway through NaNoWriMo, they say things like, 'I have never written something so long before and I’m not even close to being halfway done with my novel.' So their confidence grows by leaps and bounds because they devote so much time to writing.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>CONNECTED LEARNING\u003c/strong>\u003c/p>\n\u003cp>When Bradley started using NaNoWriMo six years ago, students were writing by hand. She then applied for a grant to acquire a laptop for each student. The laptops have made everything easier; student can write more quickly, look up resources online, and connect with other students engaged in the NaNoWriMo challenge. Participants receive pep talks by email and can see videos by other students and published authors, like John Green.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PCTO91aBFXk'\n title='//www.youtube.com/embed/PCTO91aBFXk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“When I can show them a video by John Greene -- who’s one of their favorite authors -- and he talks about NaNoWriMo, suddenly a class assignment is not like school anymore. It’s an assignment that famous writers do that people all across the world do. My students are able to join into that international community,” Bradley said.\u003c/p>\n\u003cp>Students can even publish their books using CreateSpace and sell them on Amazon, which owns CreateSpace. Bradley keeps students’ novels in her classroom library, and Petaluma’s local bookstore, Copperfield’s, hosts author events where the students can read excerpts from their novels.\u003c/p>\n\u003cp>Bradley said teaching kids how to write a novel was a huge leap for her because she had no experience as a novelist herself.\u003c/p>\n\u003cp>“I love to teach writing, I love to read, but I have never considered myself a novelist. It’s not a form of writing that I ever thought I could attempt. So how could I possibly teach it to my students?”\u003c/p>\n\u003cp>The NaNoWriMo Young Writers Program already had \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources\">curriculum and workbooks\u003c/a> available for free. They also connected novel writing to \u003ca href=\"https://ywp.nanowrimo.org/pages/educator-resources\">Common Core\u003c/a> State Standards. All of the eighth graders at Kenilworth Middle School participate in NaNoWriMo, including English Language Learners. Teachers adjust the assignment to meet the needs of each student.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Don’t let anyone tell you that this is not Common Core because it is about the most real world writing challenge that we could ever give our students,” said Bradley. “It’s really what we should be doing in English class.”\u003c/p>\n\u003cfigure id=\"attachment_46763\" class=\"wp-caption alignnone\" style=\"max-width: 834px\">\u003cimg class=\"size-full wp-image-46763\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/10/Book-pics.jpg\" alt=\"Student novels\" width=\"834\" height=\"623\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics.jpg 834w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-800x598.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-768x574.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-240x179.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-375x280.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/10/Book-pics-520x388.jpg 520w\" sizes=\"(max-width: 834px) 100vw, 834px\">\u003cfigcaption class=\"wp-caption-text\">Student novels \u003ccite>(Courtesy of Laura Bradley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Above all, Levesque wants to build self-confidence in students and teachers around helpful tools. After that, it’s up to the individual to own what strategies are helpful and which can be ignored.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Knowing what's going on in the life of a quiet student can be a difficult challenge for educators, and getting to know that child can be further complicated by language barriers. If the student came from another country as a refugee, there is the added layer of trauma. These factors may create a challenging academic environment, but for one educator, poetry was a transformative outlet for immigrant kids who are struggling with issues of language, identity and trauma.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\" target=\"_blank\">an article for \u003cem>The Guardian\u003c/em>\u003c/a>, Kate Clanchy chronicles her experience teaching poetry to students who have recently immigrated to England from all over the world. Some of her students' families fled poverty, others war zones, and many still struggled with English. But through poetry her students were able to express themselves in English on deeply personal themes like the scents of home and the struggles of arriving in a new place. Clanchy writes:\u003c/p>\n\u003cblockquote>\u003cp>Miss B had sent me off with a small group to work on Carol Ann Duffy’s poem Originally (“the city, / the street, the house, the vacant rooms / where we didn’t live any more”), and we were remaking and breaking the line-breaks on a computer screen, finding out how they worked. In the cheerful noise, Priya was silent, and it was not till the end of the lesson that I leaned over and saw what she was working on:\u003c/p>\n\u003cp>\u003cem>There is that strange smell again, the tang of\u003cbr>\nthe cars on the road screeching, not like\u003cbr>\nthe laborious rickshaw in Bangladesh\u003c/em>\u003c/p>\n\u003cp>Look ahead, jump, skip and hop. Hide the fact\u003cbr>\nyou are alienated. Chew on the candy floss.\u003cbr>\nIt melts in your mouth. Such foreign stuff!\u003c/p>\n\u003cp>She typed it in front of me, exactly like that, audacious line breaks, eccentric vocabulary, disturbing punctuation – the lot. The echo of Duffy was precise, but the original force of the poem even stronger. Priya was in the lower set because her critical skills were, at best, ragged, yet when it came to poetry it was as if she were listening, with extra ears, as much to the sounds of the words as their sense. I thought it might be to do with the loss of a language: Priya moved from Bangladesh when she was six. If that was the case, there might be more students like her in our school. In fact, we might have a wealth of them. Poets.\u003c/p>\u003c/blockquote>\n\u003cp>Clanchy's article is a meditation on the strengths that can come with being a dual-language speaker and the power a creative outlet like poetry can have on students who have experienced trauma and are trying to find stability.\u003c/p>\n\u003cp>https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Knowing what's going on in the life of a quiet student can be a difficult challenge for educators, and getting to know that child can be further complicated by language barriers. If the student came from another country as a refugee, there is the added layer of trauma. These factors may create a challenging academic environment, but for one educator, poetry was a transformative outlet for immigrant kids who are struggling with issues of language, identity and trauma.\u003c/p>\n\u003cp>In \u003ca href=\"https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\" target=\"_blank\">an article for \u003cem>The Guardian\u003c/em>\u003c/a>, Kate Clanchy chronicles her experience teaching poetry to students who have recently immigrated to England from all over the world. Some of her students' families fled poverty, others war zones, and many still struggled with English. But through poetry her students were able to express themselves in English on deeply personal themes like the scents of home and the struggles of arriving in a new place. Clanchy writes:\u003c/p>\n\u003cblockquote>\u003cp>Miss B had sent me off with a small group to work on Carol Ann Duffy’s poem Originally (“the city, / the street, the house, the vacant rooms / where we didn’t live any more”), and we were remaking and breaking the line-breaks on a computer screen, finding out how they worked. In the cheerful noise, Priya was silent, and it was not till the end of the lesson that I leaned over and saw what she was working on:\u003c/p>\n\u003cp>\u003cem>There is that strange smell again, the tang of\u003cbr>\nthe cars on the road screeching, not like\u003cbr>\nthe laborious rickshaw in Bangladesh\u003c/em>\u003c/p>\n\u003cp>Look ahead, jump, skip and hop. Hide the fact\u003cbr>\nyou are alienated. Chew on the candy floss.\u003cbr>\nIt melts in your mouth. Such foreign stuff!\u003c/p>\n\u003cp>She typed it in front of me, exactly like that, audacious line breaks, eccentric vocabulary, disturbing punctuation – the lot. The echo of Duffy was precise, but the original force of the poem even stronger. Priya was in the lower set because her critical skills were, at best, ragged, yet when it came to poetry it was as if she were listening, with extra ears, as much to the sounds of the words as their sense. I thought it might be to do with the loss of a language: Priya moved from Bangladesh when she was six. If that was the case, there might be more students like her in our school. In fact, we might have a wealth of them. Poets.\u003c/p>\u003c/blockquote>\n\u003cp>Clanchy's article is a meditation on the strengths that can come with being a dual-language speaker and the power a creative outlet like poetry can have on students who have experienced trauma and are trying to find stability.\u003c/p>\n\u003cp>https://www.theguardian.com/society/2016/jul/14/very-quiet-foreign-girls-poetry-foyle-young-poets-kate-clanchy\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Teachers would love to give each student individual attention whenever they need it, but packed classrooms often make that a difficult task. As a result, it's not uncommon for teachers to move on to new concepts even when some are still struggling to implement the skills that have already been covered. Educators are working to solve this problem in diverse ways, some moving to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\" target=\"_blank\">competency based learning\u003c/a> systems that let kids move through curriculum at their own pace, and others doing the best to get students working independently part of the time while giving focused attention to others.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.teachingchannel.org/videos/teaching-diverse-learners\" target=\"_blank\">Teaching Channel video\u003c/a> spotlights Geneviève DeBose's efforts to do a better job supporting diverse learning needs in one large public school classroom. DeBose teaches seventh grade English Language Arts at Bronx Studio School for Writers and Artists in New York City. Over a third of her students either don't speak English as their first language or are struggling in school. She noticed that many of her students were having difficulty citing textual evidence to support their analysis. In an experiment, DeBose broke the class into four stations and used her student teacher and the two paraprofessionals in the room to help lead the lesson.\u003c/p>\n\u003cp>DeBose focused on helping students identify key events in the text by giving them a bookmark with questions they can ask themselves as they try to figure out which events are core to understanding the text and which are merely detail. DeBose also leveraged peer tutors whose writing showed they understood the learning goal to help support the groups.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/164335737\" width=\"640\" height=\"360\" align=\"left\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/164335737\">Meeting the Needs of Diverse Learners\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers would love to give each student individual attention whenever they need it, but packed classrooms often make that a difficult task. As a result, it's not uncommon for teachers to move on to new concepts even when some are still struggling to implement the skills that have already been covered. Educators are working to solve this problem in diverse ways, some moving to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\" target=\"_blank\">competency based learning\u003c/a> systems that let kids move through curriculum at their own pace, and others doing the best to get students working independently part of the time while giving focused attention to others.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.teachingchannel.org/videos/teaching-diverse-learners\" target=\"_blank\">Teaching Channel video\u003c/a> spotlights Geneviève DeBose's efforts to do a better job supporting diverse learning needs in one large public school classroom. DeBose teaches seventh grade English Language Arts at Bronx Studio School for Writers and Artists in New York City. Over a third of her students either don't speak English as their first language or are struggling in school. She noticed that many of her students were having difficulty citing textual evidence to support their analysis. In an experiment, DeBose broke the class into four stations and used her student teacher and the two paraprofessionals in the room to help lead the lesson.\u003c/p>\n\u003cp>DeBose focused on helping students identify key events in the text by giving them a bookmark with questions they can ask themselves as they try to figure out which events are core to understanding the text and which are merely detail. DeBose also leveraged peer tutors whose writing showed they understood the learning goal to help support the groups.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/164335737\" width=\"640\" height=\"360\" align=\"left\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003ca href=\"https://vimeo.com/164335737\">Meeting the Needs of Diverse Learners\u003c/a> from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>The \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/30/maryland-educator-named-2014-national-teacher-of-the-year/\" target=\"_blank\">2014 National Teacher of the Year\u003c/a>, Sean McComb, works at a pretty average-looking high school. \u003ca href=\"http://patapscohs.bcps.org/\" target=\"_blank\">Patapsco High School and Center for the Arts\u003c/a> isn't a school with extra funding or special dispensation to try something totally different.\u003c/p>\n\u003cp>Students sit at desks, they rotate through periods and, in many ways, the school hasn't revolutionized what it looks like to attend school. But, even within this traditional-looking environment, McComb is continually trying new things in his classroom. This year he's challenging himself to do a better job of letting students follow their own unique learning path by tailoring how he teaches to the individual.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/personalize-feedback-for-students\" target=\"_blank\">Teaching Channel video\u003c/a>, McComb leads a class period where he's trying to give individual students feedback as they work and not only after they've turned in their assignments. He demonstrates how he tries to hold back from giving them the answers, instead guiding them with questions, making sure they are aware of and are using resources, and crucially allowing them the time and space to think through what he's asking and arrive at a solution on their own.\u003c/p>\n\u003cp>McComb is doing a lot in this lesson. He's helping a few students work on a specific skill they lack; he's checking in on students working independently; he's conferencing with students who are having individual problems; and he's trying not to just give students the language that will improve their writing. McComb calls this practice a structure that's flexible and allows for short cycles of work that give him an opportunity to address problems and give real-time feedback. He's hoping this new approach to writing feedback will not only improve his students' work, but will also help them to become more independent learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157994651\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often focus on the feedback they give students and can even feel frustrated when students ignore carefully written comments on returned work. Less common is taking the time to get feedback from students on how they experience a teacher. As a way of fostering transparency, strong relationships and student voice, McComb asks his students for specific feedback about how he's serving them as a teacher. To help students feel safe, he has asked student leaders to discuss with their peers and bring the information back to him.\u003c/p>\n\u003cp>\"This strategy calls on me as the adult to have the courage to be vulnerable,\" McComb says in \u003ca href=\"https://www.teachingchannel.org/videos/feedback-from-students\" target=\"_blank\">the video\u003c/a>. He also hopes giving students the opportunity to address their frustrations makes them feel that he cares about them and that together they are in a partnership for success. McComb notes he can't change how students feel, but he can change how he reacts to their feedback. He plans to gather student feedback this way quarterly, rotating student leaders each time, and incorporate it into his work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157997288\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>High school English teacher Alexa Schlechter was used to having a mix of students — those who really wanted to learn creative writing alongside kids who were just looking for class credit. Like many teachers, most of her attention was dominated by the kids who told her with their voices and actions that they didn’t want to be there. Less obvious to her were the silent, well-behaved kids who also needed help, until one fateful writing assignment.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-45898\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png\" alt=\"Alexa Alison\" width=\"250\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png 461w, https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison-400x256.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>Schlechter told students to write a memoir for a future reader. What would they want that person to know about the mark they’d left on the world? What would be their legacy?\u003c/p>\n\u003cp>Normally Schlechter likes to check her students’ writing progress as they work, but one girl insisted that Schlechter shouldn’t read her memoir until it was finished. Schlechter agreed because the girl had always worked hard and was making progress, but when she read what had been written, it changed their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Alexa shared this experience with her best friend, Alison Smith, who has supported her throughout her teaching career. Listen to Alexa’s story of that fateful creative writing assignment in the first episode of \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\" target=\"_blank\" rel=\"noopener\">Stories Teachers Share\u003c/a>, a new podcast from MindShift and KQED Public Media.\u003c/p>\n\u003cdiv class=\"callout aligncenter\">\n\u003cp>\u003cimg decoding=\"async\" class=\"alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/MindShift-graphic-e1453796424833.png\" alt=\"\">\u003c/p>\n\u003ch3>\u003ca href=\"https://itunes.apple.com/us/podcast/id1078765985\">Subscribe in iTunes\u003c/a>\u003c/h3>\n\u003cp>Don’t miss an episode of \u003cem>Stories Teachers Share\u003c/em>.\u003c/p>\n\u003cp>Also available via \u003ca href=\"https://ww2.kqed.org/mindshift/category/stories-teachers-share/feed/\">RSS\u003c/a>.\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is an installment of the \u003ca href=\"http://ww2.kqed.org/mindshift/category/stories-teachers-share/\">Stories Teachers Share\u003c/a> podcast. Listen above or \u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">on iTunes\u003c/a> to hear how the story unfolds.\u003c/em>\u003c/p>\n\u003cp>High school English teacher Alexa Schlechter was used to having a mix of students — those who really wanted to learn creative writing alongside kids who were just looking for class credit. Like many teachers, most of her attention was dominated by the kids who told her with their voices and actions that they didn’t want to be there. Less obvious to her were the silent, well-behaved kids who also needed help, until one fateful writing assignment.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-45898\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png\" alt=\"Alexa Alison\" width=\"250\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison.png 461w, https://cdn.kqed.org/wp-content/uploads/sites/23/2016/01/Alexa-Alison-400x256.png 400w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>Schlechter told students to write a memoir for a future reader. What would they want that person to know about the mark they’d left on the world? What would be their legacy?\u003c/p>\n\u003cp>Normally Schlechter likes to check her students’ writing progress as they work, but one girl insisted that Schlechter shouldn’t read her memoir until it was finished. Schlechter agreed because the girl had always worked hard and was making progress, but when she read what had been written, it changed their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Why do you do what you do? What is the engine that keeps you up late at night or gets you going in the morning? Where is your happy place? What stands between you and your ultimate dream?\u003c/p>\n\u003cp>Heavy questions. One researcher believes that writing down the answers can be decisive for students.\u003c/p>\n\u003cp>He co-authored\u003ca href=\"http://www.palgrave-journals.com/articles/palcomms201514#discussion\"> a paper \u003c/a>that demonstrates a startling effect: nearly erasing the gender and ethnic minority achievement gap for 700 students over the course of two years with a short written exercise in setting goals.\u003c/p>\n\u003cp>Jordan Peterson teaches in the department of psychology at the University of Toronto. For decades, he has been fascinated by the effects of writing on organizing thoughts and emotions.\u003c/p>\n\u003cp>Experiments going back to the 1980s have shown that \"therapeutic\" or \"expressive\" writing can reduce depression, increase productivity and even cut down on visits to the doctor.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The act of writing is more powerful than people think,\" Peterson says.\u003c/p>\n\u003cp>Most people grapple at some time or another with free-floating anxiety that saps energy and increases stress. Through written reflection, you may realize that a certain unpleasant feeling ties back to, say, a difficult interaction with your mother. That type of insight, research has shown, can help locate, ground and ultimately resolve the emotion and the associated stress.\u003c/p>\n\u003cp>At the same time, \"goal-setting theory\" holds that writing down concrete, specific goals and strategies can help people overcome obstacles and achieve.\u003c/p>\n\u003cp>\u003cstrong>'It Turned My Life Around'\u003c/strong>\u003c/p>\n\u003cp>Recently, researchers have been getting\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> more and more interested\u003c/a> in the role that mental motivation plays in academic achievement — sometimes conceptualized as \"grit\" or \"growth mindset\" or \"executive functioning.\"\u003c/p>\n\u003cp>Peterson wondered whether writing could be shown to affect student motivation. He created an undergraduate course called \u003ca href=\"http://www.jordanbpeterson.com/Psy434H/\">Maps of Meaning\u003c/a>. In it, students complete a set of writing exercises that combine expressive writing with goal-setting.\u003c/p>\n\u003cp>Students reflect on important moments in their past, identify key personal motivations and create plans for the future, including specific goals and strategies to overcome obstacles. Peterson calls the two parts \"past authoring\" and \"future authoring.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"X3rctZiKEEyNsdOvF98puELQeMwoSyls\"]\u003c/p>\n\u003cp>\"It completely turned my life around,\" says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse and health problems and was on the verge of dropping out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants.\u003c/p>\n\u003cp>In an early study at McGill University in Montreal, the course showed a \u003ca href=\"http://selfauthoring.com/JAPcomplete.pdf\">powerful positive effect\u003c/a> with at-risk students, reducing the dropout rate and increasing academic achievement.\u003c/p>\n\u003cp>Peterson is seeking a larger audience for what he has dubbed \"self-authoring.\" He started a for-profit company and is selling a version of the curriculum online. Brophy and Peterson have found a receptive audience in the Netherlands.\u003c/p>\n\u003cp>At the Rotterdam School of Management, a shortened version of self-authoring has been mandatory for all first-year students since 2011. (These are undergraduates — they choose majors early in Europe).\u003c/p>\n\u003cp>The latest paper, published in June, compares the performance of the first complete class of freshmen to use self-authoring with that of the three previous classes.\u003c/p>\n\u003cp>Overall, the \"self-authoring\" students greatly improved the number of credits earned and their likelihood of staying in school. And after two years, ethnic and gender-group differences in performance among the students had all but disappeared.\u003c/p>\n\u003cp>The ethnic minorities in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds — Africa, Asia and the Middle East.\u003c/p>\n\u003cp>While the history and legacy of racial oppression are different from that in the United States, the Netherlands still struggles with large differences in wealth and educational attainment among majority and minority groups.\u003c/p>\n\u003cp>\u003cstrong>'Zeroes Are Deadly'\u003c/strong>\u003c/p>\n\u003cp>At the Rotterdam school, minorities generally underperformed the majority by more than a third, earning on average eight fewer credits their first year and four fewer credits their second year. But for minority students who had done this set of writing exercises, that gap dropped to five credits the first year and to just one-fourth of one credit in the second year.\u003c/p>\n\u003cp>How could a bunch of essays possibly have this effect on academic performance? Is this replicable?\u003c/p>\n\u003cp>Melinda Karp is the assistant director for staff and institutional development at the Community College Research Center at Teachers College, Columbia University. She leads studies on interventions that can improve college completion. She calls Peterson's paper \"intriguing.\" But, she adds, \"I don't believe there are silver bullets for any of this in higher ed.\"\u003c/p>\n\u003cp>Peterson believes that formal goal-setting can especially help minority students overcome what's often called \"stereotype threat,\" or, in other words, to reject the damaging belief that generalizations about ethnic-group academic performance will apply to them personally.\u003c/p>\n\u003cp>Karp agrees. \"When you enter a new social role, such as entering college as a student, the expectations aren't always clear.\" There's a greater risk for students who may be academically underprepared or who lack role models. \"Students need help not just setting vague goals but figuring out a plan to reach them.\"\u003c/p>\n\u003cp>The key for this intervention came at crunch time, says Peterson. \"We increased the probability that students would actually take their exams and hand in their assignments.\" The act of goal-setting helped them overcome obstacles when the stakes were highest. \"You don't have to be a genius to get through school; you don't even have to be that interested. But zeroes are deadly.\"\u003c/p>\n\u003cp>Karp has a theory for how this might be working. She says you often see at-risk students engage in self-defeating behavior \"to save face.\"\u003c/p>\n\u003cp>\"If you aren't sure you belong in college, and you don't hand in that paper,\" she explains, \"you can say to yourself, 'That's because I didn't do the work, not because I don't belong here.' \"\u003c/p>\n\u003cp>Writing down their internal motivations and connecting daily efforts to blue-sky goals may have helped these young people solidify their identities as students.\u003c/p>\n\u003cp>Brophy is testing versions of the self-authoring curriculum at two high schools in Rotterdam, and monitoring their psychological well-being, school attendance and tendency to procrastinate.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Early results are promising, she says: \"It helps students understand what they really want to do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Writing+Assignment+That+Changes+Lives&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Why do you do what you do? What is the engine that keeps you up late at night or gets you going in the morning? Where is your happy place? What stands between you and your ultimate dream?\u003c/p>\n\u003cp>Heavy questions. One researcher believes that writing down the answers can be decisive for students.\u003c/p>\n\u003cp>He co-authored\u003ca href=\"http://www.palgrave-journals.com/articles/palcomms201514#discussion\"> a paper \u003c/a>that demonstrates a startling effect: nearly erasing the gender and ethnic minority achievement gap for 700 students over the course of two years with a short written exercise in setting goals.\u003c/p>\n\u003cp>Jordan Peterson teaches in the department of psychology at the University of Toronto. For decades, he has been fascinated by the effects of writing on organizing thoughts and emotions.\u003c/p>\n\u003cp>Experiments going back to the 1980s have shown that \"therapeutic\" or \"expressive\" writing can reduce depression, increase productivity and even cut down on visits to the doctor.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The act of writing is more powerful than people think,\" Peterson says.\u003c/p>\n\u003cp>Most people grapple at some time or another with free-floating anxiety that saps energy and increases stress. Through written reflection, you may realize that a certain unpleasant feeling ties back to, say, a difficult interaction with your mother. That type of insight, research has shown, can help locate, ground and ultimately resolve the emotion and the associated stress.\u003c/p>\n\u003cp>At the same time, \"goal-setting theory\" holds that writing down concrete, specific goals and strategies can help people overcome obstacles and achieve.\u003c/p>\n\u003cp>\u003cstrong>'It Turned My Life Around'\u003c/strong>\u003c/p>\n\u003cp>Recently, researchers have been getting\u003ca href=\"http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic-skills-are-key-to-success-but-what-should-we-call-them\"> more and more interested\u003c/a> in the role that mental motivation plays in academic achievement — sometimes conceptualized as \"grit\" or \"growth mindset\" or \"executive functioning.\"\u003c/p>\n\u003cp>Peterson wondered whether writing could be shown to affect student motivation. He created an undergraduate course called \u003ca href=\"http://www.jordanbpeterson.com/Psy434H/\">Maps of Meaning\u003c/a>. In it, students complete a set of writing exercises that combine expressive writing with goal-setting.\u003c/p>\n\u003cp>Students reflect on important moments in their past, identify key personal motivations and create plans for the future, including specific goals and strategies to overcome obstacles. Peterson calls the two parts \"past authoring\" and \"future authoring.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"It completely turned my life around,\" says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse and health problems and was on the verge of dropping out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants.\u003c/p>\n\u003cp>In an early study at McGill University in Montreal, the course showed a \u003ca href=\"http://selfauthoring.com/JAPcomplete.pdf\">powerful positive effect\u003c/a> with at-risk students, reducing the dropout rate and increasing academic achievement.\u003c/p>\n\u003cp>Peterson is seeking a larger audience for what he has dubbed \"self-authoring.\" He started a for-profit company and is selling a version of the curriculum online. Brophy and Peterson have found a receptive audience in the Netherlands.\u003c/p>\n\u003cp>At the Rotterdam School of Management, a shortened version of self-authoring has been mandatory for all first-year students since 2011. (These are undergraduates — they choose majors early in Europe).\u003c/p>\n\u003cp>The latest paper, published in June, compares the performance of the first complete class of freshmen to use self-authoring with that of the three previous classes.\u003c/p>\n\u003cp>Overall, the \"self-authoring\" students greatly improved the number of credits earned and their likelihood of staying in school. And after two years, ethnic and gender-group differences in performance among the students had all but disappeared.\u003c/p>\n\u003cp>The ethnic minorities in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds — Africa, Asia and the Middle East.\u003c/p>\n\u003cp>While the history and legacy of racial oppression are different from that in the United States, the Netherlands still struggles with large differences in wealth and educational attainment among majority and minority groups.\u003c/p>\n\u003cp>\u003cstrong>'Zeroes Are Deadly'\u003c/strong>\u003c/p>\n\u003cp>At the Rotterdam school, minorities generally underperformed the majority by more than a third, earning on average eight fewer credits their first year and four fewer credits their second year. But for minority students who had done this set of writing exercises, that gap dropped to five credits the first year and to just one-fourth of one credit in the second year.\u003c/p>\n\u003cp>How could a bunch of essays possibly have this effect on academic performance? Is this replicable?\u003c/p>\n\u003cp>Melinda Karp is the assistant director for staff and institutional development at the Community College Research Center at Teachers College, Columbia University. She leads studies on interventions that can improve college completion. She calls Peterson's paper \"intriguing.\" But, she adds, \"I don't believe there are silver bullets for any of this in higher ed.\"\u003c/p>\n\u003cp>Peterson believes that formal goal-setting can especially help minority students overcome what's often called \"stereotype threat,\" or, in other words, to reject the damaging belief that generalizations about ethnic-group academic performance will apply to them personally.\u003c/p>\n\u003cp>Karp agrees. \"When you enter a new social role, such as entering college as a student, the expectations aren't always clear.\" There's a greater risk for students who may be academically underprepared or who lack role models. \"Students need help not just setting vague goals but figuring out a plan to reach them.\"\u003c/p>\n\u003cp>The key for this intervention came at crunch time, says Peterson. \"We increased the probability that students would actually take their exams and hand in their assignments.\" The act of goal-setting helped them overcome obstacles when the stakes were highest. \"You don't have to be a genius to get through school; you don't even have to be that interested. But zeroes are deadly.\"\u003c/p>\n\u003cp>Karp has a theory for how this might be working. She says you often see at-risk students engage in self-defeating behavior \"to save face.\"\u003c/p>\n\u003cp>\"If you aren't sure you belong in college, and you don't hand in that paper,\" she explains, \"you can say to yourself, 'That's because I didn't do the work, not because I don't belong here.' \"\u003c/p>\n\u003cp>Writing down their internal motivations and connecting daily efforts to blue-sky goals may have helped these young people solidify their identities as students.\u003c/p>\n\u003cp>Brophy is testing versions of the self-authoring curriculum at two high schools in Rotterdam, and monitoring their psychological well-being, school attendance and tendency to procrastinate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Early results are promising, she says: \"It helps students understand what they really want to do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Writing+Assignment+That+Changes+Lives&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Can Programmers and Writers Learn From One Another?",
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"content": "\u003cfigure id=\"attachment_38284\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math.gif\">\u003cimg class=\"size-large wp-image-38284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math-640x360.gif\" alt=\"Simona/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Simona/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Proponents of stronger computer science and programming courses in schools generally focus on the usefulness of those skills in today’s world. Some argue that computer programming should be offered instead of a foreign language requirement, while others say it’s crucial to engineering and robotics. Rarely is coding considered a complement to the English curriculum. But what if learning to code could also make students better writers?\u003c/p>\n\u003cp>There are more similarities between coding and prose than meet the eye. “The interesting thing about writing code is you don’t really write code for the machine,” said Vikram Chandra, a professor of creative writing at UC Berkeley and author of \u003ca href=\"http://www.nytimes.com/2014/08/24/books/review/geek-sublime-by-vikram-chandra.html\" target=\"_blank\">\"Geek Sublime,\"\u003c/a> on \u003ca href=\"http://www.kqed.org/a/forum/R201410211000\" target=\"_blank\">KQED's \u003cem>Forum\u003c/em>\u003c/a>. “That’s almost an incidental byproduct. Who you really write code for is all the programmers in the future who will try to fix it, extend it and debug it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.'\u003c/aside>\n\u003cp>A famous programmer, Donald Knuth, championed the idea of “literate programming,” the idea that code should be written for humans, not just machines. Knuth compared the programmer with an essayist, Chandra said, paraphrasing his argument. “Somebody who sits down with a thesaurus and tries to construct a script that is best for human understanding, not for computer understanding.”\u003c/p>\n\u003cp>And code, like powerful literature, can have a long shelf life. If it is well written, it can be built upon many times over. And poorly written code could still be the cornerstone of an important software program that no one understands. To Chandra, truly elegant code solves a problem simply and within the aesthetics of functionality. And therein lies the difference between code and an art form like writing.\u003c/p>\n\u003cp>“Making something beautiful is not the same thing as being an artist,” Chandra said. “There is a substantial difference in what you are trying to do with the beauty.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The difference lies in the intention behind each form of writing. Fiction tries to evoke emotion or illuminate a human truth, whereas good code strives to be as denotative as possible. If a line of code leaves something up to interpretation it is not doing its job. “Code has to be designed for change in the future,” Chandra said. Coding, unlike most fiction writing, is essentially collaborative in nature. If computer scientists can’t follow the effects of the code through the machine, it becomes incomprehensible -- a “big ball of mud,” in programmer lingo.\u003c/p>\n\u003cp>[contextly_sidebar id=\"rvcBWH6qv3du6dL08FVKEplqh6MXr8gm\"]\u003c/p>\n\u003cp>Chandra is clear that while code can be elegantly written and even beautiful in form, it does not reach the level of art. “I think you become an artist by making an object that rewards contemplation outside of functionality,” Chandra said. A poem is powerful both in what it says and what is left out; it requires the participation of the reader. “If you introduce ambiguity into code, you’re setting up a potential disaster,” Chandra said.\u003c/p>\n\u003cp>Still, as both a writer and an amateur computer programmer, Chandra sees parallels that might help blossoming writers and coders learn from one another. “When I’m writing a novel and when I’m writing code, I can see certain analogies,” he said. “For example, the composition of complexity by building simple objects and putting them together.”\u003c/p>\n\u003cp>In a work of fiction, the narrative and thematic structures are built upon paragraphs, composed of sentences, made of words. Code isn’t so different, except it has to be easier to break apart. “Each little piece of code that you write has one function that you can then test,” Chandra said. “And then you compose all these small bits of functionality to make greater functionality. It’s like putting together a mosaic or a jigsaw puzzle, but the jigsaw puzzle has to come apart very easily and then allow the replacement of some of the parts with newer parts.”\u003c/p>\n\u003cp>\u003cstrong>EARLY STAGES\u003c/strong>\u003c/p>\n\u003cp>The digital world has come a long way in the last 40 years, but in many ways it still imitates analog equivalents, especially when it comes to education materials. E-books exist, but they are just that -- electronic books -- a digital form of a concept that has been around for centuries. The first books printed after the advent of the printing press looked a lot like manuscripts until people began to experiment more liberally with the new form.\u003c/p>\n\u003cp>Similarly, Chandra believes humans are still at the beginning of the code revolution. Programmers and users are still imitating what came before, and haven’t even imagined all that could be in the future. “There are certain possibilities in making narrative within e-books, but I still don’t have the tools to do it yet. It’s too difficult,” Chandra said as one example. In another, perhaps one day lines of code will literally take a three-dimensional form, becoming sculpture.\u003c/p>\n\u003cp>One thing Chandra is sure of is that code is a type of language, based on the same logic as Sanskrit, and for the first time in history language can change the physical world. That’s something literature has been trying to do for a long time. Think about it like this, Chandra said: “When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might be just as good as transforming the physical world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38284\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math.gif\">\u003cimg class=\"size-large wp-image-38284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Simona-Math-640x360.gif\" alt=\"Simona/Flickr\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Simona/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Proponents of stronger computer science and programming courses in schools generally focus on the usefulness of those skills in today’s world. Some argue that computer programming should be offered instead of a foreign language requirement, while others say it’s crucial to engineering and robotics. Rarely is coding considered a complement to the English curriculum. But what if learning to code could also make students better writers?\u003c/p>\n\u003cp>There are more similarities between coding and prose than meet the eye. “The interesting thing about writing code is you don’t really write code for the machine,” said Vikram Chandra, a professor of creative writing at UC Berkeley and author of \u003ca href=\"http://www.nytimes.com/2014/08/24/books/review/geek-sublime-by-vikram-chandra.html\" target=\"_blank\">\"Geek Sublime,\"\u003c/a> on \u003ca href=\"http://www.kqed.org/a/forum/R201410211000\" target=\"_blank\">KQED's \u003cem>Forum\u003c/em>\u003c/a>. “That’s almost an incidental byproduct. Who you really write code for is all the programmers in the future who will try to fix it, extend it and debug it.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.'\u003c/aside>\n\u003cp>A famous programmer, Donald Knuth, championed the idea of “literate programming,” the idea that code should be written for humans, not just machines. Knuth compared the programmer with an essayist, Chandra said, paraphrasing his argument. “Somebody who sits down with a thesaurus and tries to construct a script that is best for human understanding, not for computer understanding.”\u003c/p>\n\u003cp>And code, like powerful literature, can have a long shelf life. If it is well written, it can be built upon many times over. And poorly written code could still be the cornerstone of an important software program that no one understands. To Chandra, truly elegant code solves a problem simply and within the aesthetics of functionality. And therein lies the difference between code and an art form like writing.\u003c/p>\n\u003cp>“Making something beautiful is not the same thing as being an artist,” Chandra said. “There is a substantial difference in what you are trying to do with the beauty.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The difference lies in the intention behind each form of writing. Fiction tries to evoke emotion or illuminate a human truth, whereas good code strives to be as denotative as possible. If a line of code leaves something up to interpretation it is not doing its job. “Code has to be designed for change in the future,” Chandra said. Coding, unlike most fiction writing, is essentially collaborative in nature. If computer scientists can’t follow the effects of the code through the machine, it becomes incomprehensible -- a “big ball of mud,” in programmer lingo.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Chandra is clear that while code can be elegantly written and even beautiful in form, it does not reach the level of art. “I think you become an artist by making an object that rewards contemplation outside of functionality,” Chandra said. A poem is powerful both in what it says and what is left out; it requires the participation of the reader. “If you introduce ambiguity into code, you’re setting up a potential disaster,” Chandra said.\u003c/p>\n\u003cp>Still, as both a writer and an amateur computer programmer, Chandra sees parallels that might help blossoming writers and coders learn from one another. “When I’m writing a novel and when I’m writing code, I can see certain analogies,” he said. “For example, the composition of complexity by building simple objects and putting them together.”\u003c/p>\n\u003cp>In a work of fiction, the narrative and thematic structures are built upon paragraphs, composed of sentences, made of words. Code isn’t so different, except it has to be easier to break apart. “Each little piece of code that you write has one function that you can then test,” Chandra said. “And then you compose all these small bits of functionality to make greater functionality. It’s like putting together a mosaic or a jigsaw puzzle, but the jigsaw puzzle has to come apart very easily and then allow the replacement of some of the parts with newer parts.”\u003c/p>\n\u003cp>\u003cstrong>EARLY STAGES\u003c/strong>\u003c/p>\n\u003cp>The digital world has come a long way in the last 40 years, but in many ways it still imitates analog equivalents, especially when it comes to education materials. E-books exist, but they are just that -- electronic books -- a digital form of a concept that has been around for centuries. The first books printed after the advent of the printing press looked a lot like manuscripts until people began to experiment more liberally with the new form.\u003c/p>\n\u003cp>Similarly, Chandra believes humans are still at the beginning of the code revolution. Programmers and users are still imitating what came before, and haven’t even imagined all that could be in the future. “There are certain possibilities in making narrative within e-books, but I still don’t have the tools to do it yet. It’s too difficult,” Chandra said as one example. In another, perhaps one day lines of code will literally take a three-dimensional form, becoming sculpture.\u003c/p>\n\u003cp>One thing Chandra is sure of is that code is a type of language, based on the same logic as Sanskrit, and for the first time in history language can change the physical world. That’s something literature has been trying to do for a long time. Think about it like this, Chandra said: “When I give you a piece of text to read, I’m handing you a script that you will run inside your own brain, that you will perform inside your own brain, and that will transform you.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That might be just as good as transforming the physical world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"cd213b82ebaac523aaa94882ed2fb4ae\"]\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32814\" class=\"wp-caption center\" style=\"max-width: 520px\">\u003cimg class=\"size-full wp-image-32814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png\" alt=\"Screen Shot 2013-11-25 at 7.29.08 PM\" width=\"520\" height=\"242\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-400x186.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/Screen-Shot-2013-11-25-at-7.29.08-PM-320x149.png 320w\" sizes=\"(max-width: 520px) 100vw, 520px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Younger kids typically love to draw and aren't too worried about the outcomes of their artwork -- until they get older. By the time they've learned to read and write, art takes a back burner to academics, primarily because of what most schools prioritize. Over time it becomes harder for kids to think in pictures the way they once did. But what if students were encouraged to think in pictures alongside words?\u003c/p>\n\u003cp>“There’s something about writing that is a link to your brain,” said \u003ca href=\"http://www.marissamoss.com/\">Marissa Moss\u003c/a>, author of the popular children’s book series \u003ca href=\"http://www.marissamoss.com/books.php?series=amelia\">Amelia’s Notebook\u003c/a>. In the books, Moss takes on the persona of a little girl expressing her ideas about the world and people around her. The books are a combination of words and drawings and look free form – as though Amelia sketched them herself.\u003c/p>\n\u003cp>Taking a cue from Moss, teachers from \u003ca href=\"http://oakknoll.mpcsd.org/modules/cms/announce.phtml?sessionid=f5209f8c8981312fcb7a852c762ce48a\">Oak Knoll Elementary School\u003c/a> in Menlo Park, Calif., decided to have their students keep notebooks in a similar style. The notebooks aren’t graded; rather, they're a place of private, free expression. Karen Clancy and Andrea Boatright presented the project at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> hosted by the Nueva School recently.\u003c/p>\n\u003cp>“They’re not used to being given permission to write about whatever they want,” Clancy said. But once her students realized that they really weren’t being graded and that they had freedom of expression, they eventually came to demand time to write.\u003c/p>\n\u003cp>Moss says writing without fear of consequences is key to developing a writer’s voice. “If you're perfect you are guaranteed to not write a thing,” Moss said. “It’s like driving with one foot on the gas and one foot on the break.” She has developed some\u003ca href=\"http://www.marissamoss.com/teacherinfo.php\"> guides\u003c/a> to help teachers coax students into using art and writing in their journals at the same time, as a way of flexing their visual thinking along with literacy.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have no power when you are a kid, but when you are telling stories you have incredible power. Kids get that.” \u003c/aside>\n\u003cp>She thinks it’s important for students to have a space to express themselves without specific writing assignments or limitations. They write and draw what matters in their own lives and in the process develop their voice, humor, and point of view. They get to play with language and break out of cookie cutter forms of writing like the persuasive essay.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Oak Knoll, the students love what they call their Lifebook Journals, writing in them daily in addition to other, more formal writing assigned and graded by the teacher. “This will affect their ability to do all the other things they need to know,” said Andrea Boatright, another teacher at Oak Knoll who uses Lifebooks.\u003c/p>\n\u003cp>“You have no power when you are a kid, but when you are telling stories you have incredible power,” Moss said. “Kids get that.” And when they have the space to write and draw some realize they like to write, and by extension read, more than they thought. “It’s so easy to quash people and then they never want to write again,” Moss said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While her students love their journals now, Boatright admits it was a little hard to get even young students to believe they wouldn’t be graded on their writing. So at first, Boatright gave her students “beginner Lifebooks,” just pieces of paper stapled together with construction paper covers. She discussed with the class how to write and draw out their thoughts. She even modeled what the Lifebook could look like. When students were writing in the Lifebooks, so was she. It took her students about a month to settle into the project.\u003c/p>\n\u003cp>Once the students were more comfortable with the idea of free expression, Boatright asked students to pick one thing they’d written and share it with the class, one what she called a “museum day.” After sharing, students were allowed to graduate to a permanent Lifebook -- a composition notebook personalized by the owner.\u003c/p>\n\u003cp>Now, the students write four to five times a week for 45 minutes at a time. Boatright helps prompt kids that get stuck and some kids choose to do comic strips at first, easing into heavier writing later. Other students have worked collaboratively on Lifebook stories.\u003c/p>\n\u003cp>Boatright says her students’ word choice, voice and sentence fluency improved dramatically after starting the Lifebook project. She compared a class that used Lifebooks with another class in the school that otherwise used the same curriculum, but didn’t incorporate Lifebooks. She found that students who kept Lifebooks had an increased motivation to write, something parents noticed as well.\u003c/p>\n\u003cp>“Writing and reading go together,” Moss pointed out. “If you write well, you’ll be more excited about reading.” Often English class focuses on formal skills and formalized assessments. But those assignments often don’t allow students to develop a distinct voice, one of the hardest things to teach, she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do Tech Tools Affect the Way Students Write?",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n",
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"description": "For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments. This fluid use of writing for both personal and school work is being fueled by technology, and a Pew Research",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Texting Develop Other Writing Skills?",
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"content": "\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"meta": {
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"hidden-brain": {
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"airtime": "SUN 7pm-8pm",
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"jerrybrown": {
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
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"title": "Latino USA",
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
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"source": "American Public Media"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"meta": {
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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"rss": "https://feeds.npr.org/510289/podcast.xml"
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 5
},
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