James asked for a repost of this article from earlier this year so here it is:
So we are trying out a new idea again. This one involves class competition (CC) in story creation between students of group members, where one
When we focus merely on how we are doing the method or, worse, on just recreating the story script itself in class, perhaps we miss the entire point of storytelling.
In my view, the real point of this work is not
Bail Out Move #4: How is That Spelled?
Teaching the alphabet does nothing for acquisition of the language. And yet district benchmarks often include teaching the alphabet, so it must be taught. Here is a way to teach the alphabet while
Here is a four panel image created by the artists in our Portland workshop. I can’t remember the story, but the reason I post it here is to ask anyone working with emergent stories if they, because we want to
We must align our instruction with our curriculum and with our assessment. The three must go together. This I learned from Claire Ensor and she, I think, from John Biggs. We cannot teach using CI and then turn around and
When students sense that the instructor is attempting to force learning on them, they instinctively draw back. In the moment they draw back, distance is created, and discipline problems can result. We must find a way to draw our students
Schools have put even the most loving of teachers in a position of being forced to assign grades and rank their students based on how quickly they are able to grasp concepts in their conscious minds - from “mastering” a