The Role of Knowledge in Reflection

Kara B. Douma, Ed.D. John Dewey once said “we do not learn from experience. . .we learn from reflecting on experience.” If this is the case, it is logical that we often see reflection built into classrooms where students identify the knowledge gained from their experience in comparison with the gap of knowledge that exists…

Co-Creating Confident Writing Classrooms: A Framework for Teachers

By Jen McConnel and Pamela Beach When we first set out to explore secondary teachers’ beliefs about teaching writing in Canada and the United States, our classrooms looked drastically different than the classrooms of 2020. The teachers who shared their insights and struggles with us were teaching face-to-face, using technology as it fit their pedagogical…

Paradoxical Truth in an Orange Blossom

By Kim Johnson As Tommy Orange, author of There, There delivered his keynote speech to a packed conference of NCTE  attendees, he told brief stories, or “episodes”––snippets of life events that reinforce a particular idea. Orange shared how unlikely it was that he was standing on this stage––a bestselling Native American author, finalist for the…

The Radical Possibilities of “What Are You Working On?”: Student-Driven Learning in Writing Conferences

By Laura A. Taylor   Take a moment to think about a recent teaching day. What kinds of activities were your students doing? Perhaps there was a mini-lesson introducing students to a new writing tool, a small group strategy lesson, a collaborative analysis of a mentor text, peer conferences giving feedback on recent work, time for…