Teachers who have had experiences like the summer institute often find themselves explaining the benefits of student-constructed knowledge over teacher-directed practice, word study over traditional spelling lists, cooperative work over isolated practice.
But when I talk about writing practices with my teaching team, administration, and most teachers, they are often not able to transcend rubrics, writing prompts, and the mechanics of writing.Today, five weeks after I sent the link to our central department, I got this response to my proposal that we use this article in our initial meeting:
I understand the teacher's frustration in "Teaching after the Summer Institute," (and I think this is evident in our office's support of the NVWP course and summer institute) but I don't think the article says enough about how there has to be a balance between form and creativity. It would definitely make a good conversation piece, but we don't want teachers to think we're saying it's ok to toss rubrics, domains, etc., out the window.
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