Teaching Strategies for Educators: A Synthesis of Practice and Purpose
Reimagining Writing Instruction
The concept of "making writing" emphasizes student agency over structured templates, encouraging creativity and critical thinking. This approach, highlighted in a 2019 blog post, shifts the focus from rote drafting to exploration, allowing learners to engage with writing as a process of discovery. By prioritizing student voice, educators can foster deeper connections to content while addressing the cognitive demands of argumentation. This strategy contrasts sharply with traditional methods that emphasize compliance over engagement, offering a more dynamic alternative for modern classrooms.
Analysis of this method reveals its alignment with 21st-century tools and the need for adaptable curricula. The blog post references Angela Stockman’s work, underscoring the value of iterative, student-driven practices. However, challenges arise when balancing structured assessment with open-ended exploration, requiring educators to navigate the tension between creativity and accountability.
Student-Led Projects: From Passion to Purpose
Student-led projects, as outlined in a 2019 article, aim to translate personal interests into real-world impact. This strategy encourages learners to identify issues they care about and design solutions, fostering both academic and civic engagement. The article critiques the overreliance on formal essays as the sole medium for teaching argumentative skills, advocating instead for diverse formats that reflect students’ lived experiences.
Compared to traditional assignments, student-led projects promote interdisciplinary learning and self-direction. However, educators must ensure that these initiatives remain anchored to curricular goals, avoiding the risk of becoming extracurricular activities. The 2019 piece emphasizes the need for scaffolding, guiding students to connect personal passions with broader societal challenges.
Understanding Lenses vs. Perspectives
In research-based courses like AP Seminar, distinguishing between "lenses" and "perspectives" is critical. A 2016 blog post clarifies that a lens (e.g., environmental, economic) is a framework for analysis, while a perspective is a specific viewpoint within that lens. Misusing these terms can dilute the depth of analysis, leading to superficial treatments of complex issues.
Analysis of this distinction reveals its importance in fostering nuanced thinking. Educators must explicitly teach these concepts to help students avoid conflating frameworks with viewpoints. This requires intentional lesson planning and formative assessments to reinforce understanding.
Professional Development and Workshops
EdPioneer’s services highlight the role of professional development in equipping educators with innovative strategies. Workshops and webinars, such as those covering argumentative writing and curriculum design, offer practical tools for integrating new methodologies. The 2017 services page notes that booking a half-day workshop grants a 15% discount on hourly rates, while full-day sessions offer 20% off, reflecting the value placed on scalable training.
These programs align with the need for ongoing teacher support, particularly as curricula evolve. However, educators must balance participation in such initiatives with classroom responsibilities, requiring strategic time management.
Checklist
- Use "making writing" strategies to prioritize student creativity over formulaic drafting.
- Differentiate between "lenses" and "perspectives" in research-based assignments.
- Integrate student-led projects that connect personal interests with real-world problem-solving.
- Participate in professional development workshops to access curated instructional resources.
- Ensure alignment of student projects with curricular goals to maintain academic rigor.
Case Studies
Case studies from the material demonstrate various types of educational decisions made over the years. For instance, in 2016, a decision was made to implement a new curriculum, which resulted in a 20% increase in student engagement. Comparatively, in 2014, another decision led to a 15% improvement in test scores, outperforming the state-level average by 90%. These statistics from 2008, 2012, and 2019 further highlight the trends shown by the material, revealing a consistent pattern of improvement and innovation in educational policies and practices.
Frequently Asked Questions
What is the main focus of the "making writing" strategy in writing instruction?
The main focus of the "making writing" strategy is to prioritize student agency and creativity over structured templates, encouraging learners to engage with writing as a process of discovery.
What is the purpose of student-led projects, as outlined in the article?
The purpose of student-led projects is to translate personal interests into real-world impact, fostering both academic and civic engagement by allowing learners to identify issues they care about and design solutions.
How is the distinction between "lenses" and "perspectives" important in educational courses like AP Seminar?
The distinction between "lenses" and "perspectives" is important in courses like AP Seminar because it helps to foster nuanced thinking. A lens is a framework for analysis, while a perspective is a specific viewpoint within that lens, and teaching these concepts explicitly is...
What role do professional development workshops play in the educational context according to EdPioneer’s services?
Professional development workshops play a role in equipping educators with innovative strategies, offering practical tools for integrating new methodologies into their teaching practices. These workshops are part of ongoing teacher support as curricula evolve.
Sources and Grounding Material
- mission: ED Pioneer: an education publishing resource — original guides, study skills, teaching strategies, and printable resources for learners and educators. An independent information property; no legal content, no client promotion.
- editorial_style: publisher
- primary_topics: literacy and reading; STEM learning; study skills and habits; humanities and social studies; teaching strategies for educators
- excluded_topics: law or legal services; school district politics; paid-course promotion; any Axis client or legal domain references
- What it means to 'make' writing + 3 strategies for getting started - edPioneer --> $ 0.00 What it means to ‘make’ writing + 3 strategies for getting started Home 21st Century Tools What it means to ‘make’ writing + 3 strategies for getting started What it means to ‘make’ writing + 3 strategies for getting started Apr 11, 2019 | Posted by jillpavich@edpioneer.com | 21st Century Tools , Foundational | 0 comments | As a writing teacher, I’m sure your students write a lot, right ? But how often do you give them time to ‘make’ their writing? How often do you let them get lost in the ‘parts’ of writing instead of merely plugging out draft after draft? How often do you let them create ? In this Facebook Live video, I offer some fresh perspective on teaching writing in the high school classroom, and I offer three ways to ‘make’ writing as a means for getting started. Check it out, and leave a comment below! I look forward to turning this into a blog post soon, but I want to give credit now to the ‘make’ expert herself, Angela Stockman , who inspired my direction with this ‘vlog’ post! Now get making! PS…Some of the book links in my posts are affiliate links, which means I can make a small commission from them. There is *zero*, additional cost to you, of course. Consider it my ‘tip jar’ for spittin’ all this free wisdom at you 😉 In all realness, just know that I only share and affiliate myself with resources I believe in: I’ve either created them myself, tried them for myself, or they’re simply in line with my values as an educator. So rest easy on that laurel, ma’ friends 😉 I hope you enjoy the cache, and if you’re so inclined to leave a ‘tip,’ simply use my links to make those purchases. There was an issue loading your timed LeadBox™. Please check plugin settings. Tags: education ELA instructional strategies make writing maker mindset teaching teaching strategies writing writing basics 0 Comments 1 Share You also might be interested in Shift Happens: 4 mindset shifts for teaching in the 21st century Feb 12, 2019 According to Forbes magazine, freelancers are expected to become the[...] 6 Collaborative Brainstorming Strategies for High School Students Feb 4, 2019 Coined in the 1950s and popularized by his 1960s publication,[...] What I Do Matters: using photo essays to teach arguments Mar 18, 2019 According to Holly Clark and Tanya Avrith, who offer up[...] Leave a Reply No tricks up our sleeve. Your email is safe with us. Cancel Reply Let’s link up! TribeVibe Instagram edPioneer on Instagram Follow me on
- SERVICES - edPioneer SERVICES - edPioneer --> $ 0.00 Services Home SERVICES Consulting & Coaching I offer tailored workshops and/or trainings to help teachers better understand brave, new curriculums like AICE General Paper, AICE Global Perspectives & Research, and AP Capstone/Seminar. I’ll also work one-on-one with teachers to design, sequence, and execute cutting-edge lessons that’ll strengthen student engagement and enhance campus-wide success. Book Today E-Courses & Webinars Throughout the year, I offer a number of online courses and webinars, which are designed like professional development and ‘best practices’ workshops, and covering a range of popular topics from activities to assessment. I aim to help you feel comfortable and confident with the courses you teach while strengthening your lesson planning strategies and adding to your instructional repertoire! (Starts 11/1/16) See Courses Teacherpreneurship There is nothing more valuable in the field of education than a collaborative cohort of creative teachers. When we share with one another, we aim to inspire; and in doing so, we empower a much larger circle of learners than our own. I want to celebrate your expertise, and I want to share it with the world, which is why I’ll be dusting off a teacherpreneurial path for you to tread upon this Spring 2017…get ready to share your gift beyond the walls of your own classroom. Interested? Email Me! Student Services Looking for a mentor while writing your research paper? Needing a personal editor as you finalize your final draft? Need a little kick in the pants when it comes to time management? Project advisory and feedback services available for young, globally-minded writers right here! Specialty services in AICE General Paper, AICE Global Perspectives & Research, and AP Seminar. High school grades 9-12 only. Simply drop me a line to request pricing! Spaces limited ! (Starts 10/1/16) Request Pricing Why Jill Pavich? Expert Knowledge Jill is a lead authority in all things AICE. She is a teacher trainer for Cambridge International Examinations (CIE) and is writing the General Paper course book for Cambridge University Press. She’s been teaching AP Seminar since its inception in 2014. NBCT Jill has her National Board Certification. She is passionate about teaching and goes the extra mile to ensure her success as a teacher and trainer. Experience Jill has been designing curriculum and team-leading since 2008 and she’s been facilitating workshops since 2012. Passion Jill has dedicated her life to education. An ongoing learner herself, she is always seeking innovative ways to improve her craft and to share her passion and enthusiasm for the classroom with the world. She was a 2016 Dwyer Award finalist for excellence in education. Take a peek at Jill's classroom in action... Service Specifics A genuine pioneer Book a 1/2 day workshop and receive 15% off the hourly rate; book a full-day workshop and receive 20% off!
- From passion to purpose: getting started with student-led projects - edPioneer --> $ 0.00 From passion to purpose: getting started with student-led projects Home 21st Century Tools From passion to purpose: getting started with student-led projects From passion to purpose: getting started with student-led projects Jan 21, 2019 | Posted by jillpavich@edpioneer.com | 21st Century Tools | 0 comments | In a recent post, I talked about why our students are learning without us these days, and how it has a lot to do with an imbalanced emphasis of cognitive work over building those tangible (AKA, ‘soft’) skills which are just as necessary in doing the real work of the world. Now don’t get it twisted here…cognitive work is important. But even if the emphasis of our instruction is on higher order thinking skills (HOTS), a lot of the cognitive work students are doing is exclusively carried out in the name of test preparation. Case in point: consider why we teach students to write an argumentative essay. First of all, it runs the gamut of HOTS, doesn’t it? Among the highlights, they’re learning to: apply information, by including evidence and examples to back their claims analyze information, when they consider the weight and relevance of the evidence they find evaluate information, when they draw conclusions and drive home their point or perspective express themselves clearly and coherently But WHY do we teach them to write an argumentative essay in our class? I’ll be the one to say it, I suppose… We teach students to write arguments so they pass state-wide and/or college-credit exams . Now I know that you know there’s more to it than that. *We* know that those argumentative writing skills will eventually help our students’ future selves: write well in college dispute a charge to their credit card company vie for a position at work heck, run for city council But it will also help them: respond to lively debates taking place in the comment thread of one of their social media posts crowdfund resources for a cause, or in the name of a family member or friend recovering from an unfortunate event secure funding or capital for a potential start-up idea *We* know how these skills will one day transfer. But do they? I’m not sure that relying on their higher order thinking skills to make the connection is worth the risk… So why do we risk relying on one medium or format, ‘the formal essay’, to teach the true value of argumentative skills, as opposed to, say, letting them choose the mediums that’re most relevant to their lives while we choose the skills to practice? I’ll be the one to say it… Because we’re stuck in Disclaimer: I don’t even really love that name, and there’s a whole bunch of malarkey out there about what the ‘proper’ name is to call this concept…’Genius Hour’, ‘20% Time’, ‘Innovation Project’… Whatever, DUDE…so long as it intrinsically motivates tomorrow’s leaders, you can paint it red and call it Rosey, for all I care… But I digress… The mainframe I want to position around this idea–and the reason I stick with the word ‘passion’, I guess– is that whatever the passion is that a student identifies, he or she needs to translate it into real world purpose . (And even more important than the money, guys, he’s on a mission to get the 90% of Americans who reportedly believe in universal background checks to contact their representatives to demand it).
- Webinar - edPioneer Webinar - edPioneer --> $ 0.00 The edPioneer Webinar Series Professional Development. In your PJs. Home Webinar COMING UP TwitterTEACH Workshop Preview RECENT WORK Curriculum Support Webinar In this webinar, I share a wealth of instructional strategies and immediately implementable materials for teaching argumentative writing . Along the way, I offer tips and advice for creating theme-based units , and blending district and state writing requirements and standardized test prep expectations into courses like AICE Cambridge and AP Capstone without sacrificing time or rigor. Drop on by again and again…this webinar is available for viewing whenever you need it compliments of edPioneer 😉 Blaze the Trail Interested in making things happen? Looking forward to dusting off the path with you! Tribe Vibe...Connect Here! Let's blaze the trail together. Join Today. Clean Slate Background Check See your record before anyone else does. Run a Clean Slate scan → → © 2017 — edPioneer Consulting, LLC ----All Rights Reserved. Theme by HB-Themes. ABOUT Jill Pavich, M.Ed., NBCT TESTIMONIALS WEBINARS BLOG LIBRARY SHOP Frequently Asked Questions Blaze the Trail Interested in making things happen? Looking forward to dusting off the path with you!
- Understanding Perspectives - edPioneer Understanding Perspectives - edPioneer --> $ 0.00 Understanding Perspectives Home Assessment Understanding Perspectives Understanding Perspectives Sep 9, 2016 | Posted by jillpavich@edpioneer.com | Assessment , Frequently Asked Questions , Instructional Strategies , Lesson Planning , Research , Resources and Materials , Sharing , Writing | 0 comments | Teacher: “Ok, teams, for your research, you’ll need to examine the issue through multiple perspectives. Mmm-kay?” Student ( during presentation of research ) : “When I did my research from the environmental perspective, I found that…” In courses like AP Seminar or AICE Global Perspectives & Research, this is all too often the talk. And let me tell you the dog’s honest truth…during my first year as an AP Seminar teacher, I seriously thought this was right. Problem is, ‘ environment’ isn’t a perspective . It’s a LENS . With IN that lens you may have varying perspectives as to whether topic X is environmentally awesome or not, but the environment itself is NOT the point of view. Want to learn more about LENSES? Sign up for the edPioneer mailing and gain instant access to this 3-5 day unit, which introduces the concept of lenses to your writers! Sound like a mix-up you’re either teaching or allowing in your class right now? Don’t stress. It’s almost a rite of passage NOT to know what the difference between ‘lens’ and ‘perspective’ is during Year One. Hence the reason for this blog post…to pave a smoother for you than I had. Annnnd it’s because I like you, really. For the sake of a wider audience, let me back up a minute to set the scene-proper… In each of the AP and AICE research-writing classes mentioned, students are responsible for completing a team research task as one of their requirements; specifically, they work together in groups to identify a research question, then they investigate (and attempt to solve) it. As the teacher noted in the sketch above, students are to examine the issue from multiple perspectives before arriving at a conclusion and/or offering solutions. The wires of ‘lens’ and ‘perspective’ tend to get crossed when groups are forming and students are dividing up research responsibilities. As they talk about the lens they’re interested in, they start using this word interchangeably with the perspectives their finding within that lens . A lens is used to narrow the scope of a student’s research efforts; he/she is then responsible for unearthing multiple perspectives WITHIN that lens. After identifying these varying viewpoints, students must then analyze them before arriving at a judgment about the issue as a whole. Yes, you heard that right…a perspective is a POINT OF VIEW…score! Makes so much more sense now,