Blogging About the "Demonstration Lesson Writings"

Gosh, the conversations about writing were great. They segue perfectly into discussion of summer institute demonstration lessons. We all were wondering about some aspect of our teaching practices. That is exactly what good teachers do and it is the foundational piece to the demonstration lesson - "inquiring minds want to know."

I've been to workshops at conferences where I have gotten great ideas to try out in the classroom. But that is exactly what they are - great ideas. I tried them out and kids had fun. So what? I didn't ever really examine the rationale for using them - I just glommed on and used them. I think the most important difference between this "make-it/take-it" workshop approach and the demonstration lesson is that whole idea of rationale - The who cares? Where's the meat? The depth? The demonstration lesson digs into the what's and why's and how's of promising and effective practices in our teaching practices. So . . . where is this all headed?

Got me! That's what we need to blog about! Actually, what do you think about this idea of creating a body of knowledge from our demonstration lesson? A theory? Art Peterson talks about that in his article "Digging Deeper: Teacher Inquiry in the summer Institute Demonstration." In some ways it seems presumptuous to think that I am creating a body of knowledge or adding to the body of knowledge, but I kinda think that is what I do when I stumble upon something that is successful with my students. Thoughts . . . wonderings . . . I don't get its . . . ? Let's muck around together!

Blogging About The Writing Readings

You've had a chance to skim through readings, read parts closely, dig into some portions of articles that tug more specifically at your teaching mind than others and ponder.

Now glom onto some aspect of the reading - an idea, something you did not realize or understand before, something you disagree with, something you would like to know more about, something that resonated with you in one specific reading, or perhaps some theme that crossed readings - and reflect about that in writing.

Remember to refer to key points brought out by at least one of the readings and work to place beginning understandings or reactivated understandings within your beliefs about teaching writing or your way of teaching in the classroom or assignments given to students.

"See" you in the blog.

Summer Institute Introduction: How Does Writing Happen/Develop?

Prompt:
How do you write? What kind of process do you use when you write? Do you wait for inspiration? Doodle around? Make an outline?

Spend some moments and reflect in writing about the processes you use when writing. When finished commenting, please read others' posts and write at least two follow-up comments.