By Kyleen Gray
If slews of Google Document essays and hours of Zoom oral presentations are feeling less and less bearable–you are not alone! As many North Americans approach the one-year mark of pandemic-induced school closures, remote learning fatigue is very real. Whether you’re teaching online, in a hybrid classroom, or in-person but behind masks, the time has never been better to introduce a fun and digital-friendly presentation format into your classroom.
Continue reading “5 Ways to Use Digital Storytelling with Your Students”
Although the Common Core State Standards have lost something of their influence over the teaching and curriculum of the English Language Arts, I think it’s undeniable that a lasting legacy of the CCSS is that they increased the centrality of the teaching of argument in the writing curriculum. You can see the CCSS architects’ justification for this emphasis in a subsection of Appendix A aptly titled “The Special Place of Argument in the Standards” (http://www.corestandards.org/assets/Appendix_A.pdf). You can see it also in this famous (or infamous) statement by David Coleman, the chief of those architects, that was reported in The Atlantic: “A boss would never tell an employee, ‘Johnson, I need a market analysis by Friday, but before that, I need a compelling account of your childhood’” (Goldstein, 2012). Argument, Coleman argues, should be taught because it’s practical.
Continue reading “Trending in 2020: Have Educators Privileged Argument Writing at the Expense of Personal Narrative?”