Monthly Archives: January 2014

Glogster: At Best, A Meh

Like most educators, I feel a lot of pressure to be constantly trying out new educational tools that I learn about from colleagues, Twitter, and my Google+ communities (in fact, Ramsey Mussallam posted about this very pressure today).  So, today, in spite of its ugly name, and at the urging of my school’s Ed Tech […]

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Creating Audience

While providing students with an authentic audience for all of their writing is something with which I still struggle, I have been broadening my approaches to allowing students to share work with one another.  What I’ve found is that asking students to move between the roles of writer and reader with their own work has […]

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Permission to Create

Bloom’s tells us that the highest level of cognition is creation – that in order to create, we must first be able to remember, understand, apply, analyze, evaluate and synthesize.   However, in my classroom, and I would venture to say, my school site, that step of creation is viewed as far less significant than the […]

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Read Less, Read More

Public Radio International reporter David Freudburg finds that “The consequences of elevated stress levels for students include massive cheating (one survey showed 9 of 10 students admit to cheating), high rates of angst and depression, abuse of ‘study drugs,’ etc.” In my own English Department, we have similar findings: students increasingly choose to read Sparknotes, […]

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Take Two: Putting Writing First in the New Year

The new semester stands before us (insert your favorite clean slate metaphor here); the first semester of 1:1, in my case at least, behind.  Like bloggers everywhere, I was tempted to do a year-end round up, but in the flurry of getting up to snuff, tech-wise, I still decidedly feel that the big insights are […]

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