Writing Love and Ourselves in the Classroom and Beyond

Collaboratively explore the meaning of love and the power of personal narrative in our annotathon of Bronwyn LaMay’s "Personal Narrative, Revised: Writing Love and Agency in the High School Classroom." What is love? That’s the question Bronwyn LaMay asked her high school English students to journal about in preparation for reading Toni Morrison’s Song of Solomon. The exercise took longer than expected, with students wanting to use most of the class period to draw from their own personal experiences as well as cultural narratives, literary archetypes, and dictionary entries in order to construct their definitions. Students’ interest in the question was a turning point for LaMay, who has since developed a curriculum around student self-narratives that is based in an approach that supports them bringing their whole selves to the classroom. She details this approach and her students’ narrative journeys in her book Personal Narrative, Revised: Writing Love and Agency in the High School Classroom (2016). [caption id="attachment_12279" align="alignright" width="204"]Reprinted by permission of the Publisher. From Brownwyn LaMay, Personal Narrative, Revised: Writing Love and Agency in the High School Classroom. New York: Teachers College press. Copyright © 2016 by Teachers College, Columbia University. All rights reserved.[/caption] Last month, Educator Innovator...
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Spark an Interest; Ignite a Passion: 2017 LRNG Innovators Challenge Kicks Off with 10 National Awards

  • on May 1
  • in LRNG
  • by Educator Innovator

Teacher-led innovation to help youth connect learning that happens in and out of school. The third annual LRNG Innovators challenge invited educators to imagine learning experiences that help young people spark their interests and ignite passions. With support from the John D. and Catherine T. MacArthur Foundation, John Legend's Show Me Campaign, and the National Writing Project (NWP), 10 grantees have been selected based on their proposed programs, curricula, or projects that actively help youth discover these interests connecting the spheres of their lives, both in and out of school, and provide for potential future opportunities. In announcing the winners, singer/songwriter and co-founder John Legend said, “Passionate and innovative teachers changed my life and instilled in me a lifelong passion for education and learning. I’m inspired by the dedication of the teachers and the breadth of the projects we’ve selected to receive this year’s grants.” The LRNG Innovators challenge is grounded in the idea that young people benefit from opportunities to follow their interests with the support of peers and mentors who give them the time and space to create work that is meaningful to them. Over the next 15 months, LRNG Innovators grantees will develop, pilot, and share promising...
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In the Borderlands, Connecting Writing and STEM Learning

Girlhood Remixed and Ink Spilling create formative summer camp experiences for youth nearing adolescence, connecting young women with STEM skills and opportunities, and giving the STEM-inclined an opportunity to embrace writing. Twin sisters Lina and Maya, both 11-years-old, have interests all over the map: soccer, volleyball, reading, and playing video games. And in the winter, they fundraise to buy hats, scarves, and shoes for people who are homeless in their town of Las Cruces, New Mexico. But when it came to computer class, they weren’t sure they “fit in.” That changed last summer, when Lina and Maya took part in a free summer camp called Girlhood Remixed at New Mexico State University. Not your grandma’s technology camp, Girlhood Remixed gives young women a chance to participate in activities like podcasting and video production, as well as guided discussions about sexism in STEM fields and in the media. Girlhood Remixed was one of two camps created by a team at New Mexico State University and the Borderlands Writing Project that helped young adults connect the hard STEM skills they learn in school to their own life experiences and the world around them. The two camps were supported by an LRNG Innovation...
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Annotate, Collaborate, and Learn with Marginal Syllabus and Educator Innovator

Join us this month as we launch our partnership with Marginal Syllabus with a Hypothesis annotathon of By Any Media Necessary and a kick-off webinar with the book's authors. Educator Innovator is very excited to announce a new partnership with Marginal Syllabus. Starting in April, Educator Innovator will host a dynamic opportunity for open learning via author partnerships, annotathons (more on these below!), and webinars—all in conjunction with Marginal Syllabus, a multi-stakeholder collaboration between Hypothesis, a non-profit organization building an open platform for discussion on the web, Aurora Public Schools in Aurora, CO, and Researchers and teacher educators from the University of Colorado Denver School of Education and Human Development in Denver, CO. The founders of Marginal Syllabus aim to advance educator professional development about education in/equity through the use of participatory learning technologies. You can learn more at the Marginal Syllabus website. By partnering with Marginal Syllabus, Educator Innovator seeks to facilitate open learning for educators in all kinds of spaces (in schools, libraries, and afterschool programs to name a few). We are enthusiastic about the potential for collaborative learning, exploration, and dialogue brought about by “social reading” and the online tools like Hypothesis that make it possible. We...
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