Pockets of Change

If you teach literature or language at any grade level, you probably already know about the National Council of Teachers of English (NCTE), an American-based organization under the International Reading Association umbrella.   Perhaps you already know about the ReadWriteThink partnership between these two organizations.  Or perhaps you don’t, in which case you might want to read further.

ReadWriteThink aims to “provide educators and students with access to the highest quality practices and resources in reading and language arts instruction through free, Internet-based content.”  They have several resources for teachers which are outstanding, but the one I feel most relevant to our use of technology in the classroom are the Student Materials.

• Need your students to map out or plan their story before they start writing?  Try the interactive plot diagram as a graphic organizer.

• Analyzing characters?  Perhaps they might like to make Character Trading cards — particularly fun for Elementary or Middle School students. 
• For High School students, the Webbing Tool might be a useful way to hyper-link ideas and make connections for any kind of project. 

There are oodles of others.  Lucky for you, the good people at ReadWriteThink have made many of them adjustable for different grade levels.  Clicking on any of the links above or in the general Student Materials page will bring you first to a place that lists all the lessons available to use with the tool, and of course the tool itself.   I personally prefer to browse through the list of tools to find an appropriate tool for what I’m using in my classroom, but you might prefer ReadWriteThink’s lesson structure.

NOTE: a version of this post first appeared on an internal blog at our school as was inspired by a post by Jeff Utecht.

With all due respect to Gil Scot-Heron… 

True revolutions are not created or planned. They are organic: they arise when the needs of the masses (students, teachers, and even administrators) outstrip what the dominant establishment (the monolithic entity of ‘Education’) is able to supply.

We are on the precipice of a revolution.  There is a growing number of teachers who realize there is a better way.  There is a change in the demographics of both teachers and administrators as innovators and early adopters of these new technologies take up positions of responsibility within schools. There are groups of students who are becoming more aware of the vast educational possibilities that collaborative technologies allow.

There are two ways for this revolution to be truly initiated: either a watershed event a la the Boston Tea Party, or through a methodical plan of actively searching out the agents of change, slowly proselytizing by example and converting whoever we can whenever we can.  In either case, the goal is to create the critical mass necessary to evoke true reform and revolution in the sphere of education.

Once 50% +1 of a school or even a department are using collaborative technologies in a meaningful and productive way, can the remaining population afford not to? Once the teachers in these trailblazing departments or schools move on to their next destination, as is always the case in international schools, will they willingly go back to the way things were?  These teachers then become the messengers of change as they enter their new schools, bringing with them their expertise and the power of their personal network.

This revolution will be a grass-roots, bottom-up shift from teachers who understand the power of Web 2.0. There should not, can not, and will not be shift in educational philosophy decreed by the powers. That’s not the way revolution works.

Photo Credit: localsurfer