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nwp annual meeting & ncte annual convention ’12 in las vegas: a roundup of reflections

This year’s convention for the National Council for Teachers of English (NCTE) was held in Las Vegas. Below is a roundup of some blog posts from educators who attended the conference. I’ll add more as I run across them. [Read more…]

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learning together in cultural institutions: opening up museums

“I want to share with you today the passion of my professional work, which is about opening up museums,” begins Nina Simon, “turning them into places that are not just places where people come to visit, but where you can actively participate, where you can connect with culture, and hopefully through those experiences connect more deeply with each other.”

Thank you to Christina Cantrill for linking to this talk in her slice of Twitter. There is a lot to take in from this 15 minute talk by Nina Simon, the Executive Director of the Santa Cruz Museum of Art & History and author of The Participatory Museum. Simon sketches out some of her key points in her blog post “Opening Up Musuems: My TedX Santa Cruz Talk.”

As I listen to and think about Simon’s ideas, I can’t help but think of what it might mean for young people, educators, schools, and communities. Simon’s ideas include thinking of a museum as a place of active participation in which museum directors design invitations that encourage people to interact with the artifacts and with one another. That is, she sees the artifacts in her museum space as objects that mediate relationships, as reasons and opportunities for people to talk, to collaborate, to share. In this way, the museum space is a community space. It’s a place that can facilitate change outside the walls of the museum because of how people participate inside those walls. That’s her hope, intention, and working theory.

I believe young people, educators, and communities want schools to be places where people do not just visit, but where they actively participate. To me, this requires seeing schools as places where students AND educators learn. It requires educators to share how and why they participate with artifacts and through the practices they do in their disciplines AND for young people to also share how and why they participate with the artifacts and through practices they do in their various communities. It suggests that schools must also “open up” and participate in the local community.

I wonder how schools might design the kind of invitations Simon does in her museums, invitations that suggest participating is important and valued. I wonder how young people might see themselves as “creative agents” too. I wonder how educators might position the artifacts of disciplines (e.g., primary documents and texts) as objects to mediate “big” conversations about where we’ve been, where we are, and where we want to go.

I wonder what “opening up” might do for the relationships between young people and educators in the various communities in which they find themselves in – disciplinary communities, school communities, local communities. It seems to be a promising concept and a hopeful practice.

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In this episode of the National Writing Project’s (NWP) Radio program, Jeff Wilhelm, Michael Smith, and I share our work based on our books on teaching argument, teaching informational texts, and teaching narrative. Tanya Baker, Director of National Programs at National Writing Project, hosts the episode.

Here is a link to the episode with our discussion.

For an archive of more episodes of NWP’s Radio shows click here.

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on inquiry, choice, and learning to write in schools: my post in The Atlantic

I was fortunate to be able to contribute to The Atlantic’s discussion on young people writing in schools. Peg Tyre features New Dorp High School’s efforts, and a number of people responded to it. Here is a link to my post. [Read more…]

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One of my favorite TED talks is this one from conductor Itay Talgam. In it he shows videos of different conductors and how each conductor has his own leadership style. I like the way Talgam presents his take on leadership, particularly since I think it is applicable to how teachers and coaches and advisors and administrators in schools can think about how they lead the groups of people in their charge.