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Results for “High School”

Bioethics, Informed Consent, and Open Networks: The Story of Bioethics Day

By Jennifer Smyth
After reading The Immortal Life of Henrietta Lacks, high school teachers work across schools to design and facilitate a “Bioethics Day” and then reflect on the ways it supported a more connected learning for their students. Included are details about planning the day as well as inquiry…
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Creating Generative Dialogue One Civil Conversation at a Time

By Molly Robbins
Molly Robbins of the Denver Writing Project offers students a road map to have hard conversations with people with whom they fundamentally disagree. After completing this project as well as the 3D Digital Democratic Dialogue Project, a few students were empowered to speak at a professional…
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Digital Democratic Dialogue (3D) Project Design Cycles

By Nicole Mirra
Nicole Mirra shares the three iterative design cycles of the 3D Digital Democratic Dialogue Project that were aimed at encouraging students to move through a development progression of defining themselves as civic actors, engaging with other young citizens from across the U.S., and imagining…
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An Experiment in Building Democracy with Our Students

By Peter Haun
Peter Haun of the Oakland Writing Project describes the impact of the experimental-yet-powerful teacher to teacher, teacher to student, student to student, Digital Democratic Dialogue Project on both his students.
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“Speech on Fleek, Ground to the Ear”: A Year of Adventurous Civility with the 3D Project

By Christina Puntel
Christina Puntel of the Philadelphia Writing Project explains how she and her students practice ‘generous listening’ in preparation for maintaining ‘adventurous civility’ while participating in the 3D Digital Democratic Dialogue Project. Included are relevant news and resources.
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Climate Change, Controversy, and Conversation in the 3D Project

By Mary Richards
Mary Richards of the Alaska Writing Project becomes more civic minded alongside her students after participating in the 3D Digital Democratic Dialogue Project and finds herself asking questions of responsibility and tactics regarding the teaching of subjects as controversial as climate…
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Redefining Romeo and Juliet: Reclaiming the “Ghetto”

By Antero Garcia
With the understanding that the role of the seminal ninth grade text, Romeo and Juliet, has shifted, Antero Garcia’s students consider how they might create reenactment videos that accurately reflect a nuanced understanding of their communities while expressing a thematic interpretation of…
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I Love My City: Youth as Community Problem Solvers and Creators in 21st Century Classrooms

By Danielle Filipiak
Danielle Filipiak’s Detroit high school seniors completed multi-genre research projects that asked them to answer the question: What problem do you see in your community, and what do you wish to develop in order to address this problem? Filipiak includes written and video process…
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The Power of Authenticity: Motivating Students with Meaningful Audiences

By Laura Bradley, Kate Fox, and Jen von Wahlde
Three educators present the projects that provided their students with authentic audiences motivating the students’ best efforts. These authentic writing opportunities include developing broadcast Media, collaborative “maker” projects, blogging, Ted-style Talks, and submissions to Film…
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Disrupting the Prolonged Silence: Youth Inquiry of the Tulsa Race Massacre

By Shanedra Nowell
Using digital tools and the power of student-inquiry, 6-12 graders explored the question, “What can we learn about the Tulsa Race Massacre to make the world a better place?” Here are field trip documents from when The Oklahoma State University Writing Project partnered with the John Hope…
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Reflections on Partnering with a Juvenile Detention Center: The Uncaged Project

By Raemona Taylor
The Teen Center at the Nashville Public Library partnered with educators from a juvenile detention center that houses incarcerated male youth to explore connected learning through music and video projects based on the students’ definitions of freedom. Raemona Little Taylor explains how the…
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Seize Your Future: Career Passion Projects

By Kelly Guilfoil
Educators in the Lake Stevens School District in Washington give students the chance to earn failed credits over a three week program by pairing project-based learning with students’ own career ambitions. Included are samples of student work and PBL student surveys.
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Write Now Teacher Studio

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Where teachers write, share, and talk shop about writing and the teaching of writing

Hosted by the National Writing Project, the Write Now Teacher Studio is an open, online community of educators for educators. It’s a place to write together, examine our teaching, create and refine curricula, and work toward ever more effective and equitable practices to create confident, creative, and critical thinkers and writers in our classrooms and courses.

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