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Viva la Revolución: Transforming Teaching and Assessing Student Writing through Collaborative Inquiry
By: Molly Fanning, Brigid Schmidt
Publication: English Journal
Date: 2007
Summary: Molly Fanning and Brigit Schmidt write about how they took action after their summer institute at the Capital District Writing Project to change their classrooms and the way professional development looks at their middle school. In addition to excellent teaching practices, this article explores the intricate links of support provided by a local writing project site to individual teacher consultants as they lead their colleagues in new ways of thinking.
Excerpt
While the rest of the group was talking, my mind raced as I wondered what this form of assessment would look like in my classroom. Could this solve my dilemma with a point-based rubric? How would this allow me to challenge students who weren't getting all they could from my class? I started to sketch out my next writing unit, trying to incorporate Adkison and Tchudi's idea of focusing not merely on one product but on the process as well. Was it possible to create a unit that would lead not simply to one final draft of writing but rather to several different pieces?
Copyright © 2007 by the National Council of Teachers of English. Posted with
permission.
Fanning, Molly, and Brigid Schmidt. 2007. "Viva la Revolución: Transforming Teaching
and Assessing Student Writing through Collaborative Inquiry." English Journal 97 (2): 29–35.
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