- How did you get interested in this topic?
- What is the main idea you want teachers to take away from your demonstration?
- What are the theoretical or conceptual underpinnings for your demonstration?
- What is special or unique about your demonstration?
- Is your demonstration divided into segments? If so, what are the main points for each segment?
- What stories, examples, and evidence do you have to help you make each of your points? What can be extrapolated or inferred from these examples?
- Do you display student work during your demonstration? How does this work connect to the concepts you are presenting?
- What questions have been asked by participants at your demonstrations? What did you learn from the questions or how did they challenge your thinking? How have you answered them?
- How have other teachers used your ideas? What variations have they made on them?
- What changes have you made in your demonstration over time? Why?
Also Recommended
See all
"They Carried Us:" Exploring our Literacy Roots and Routes with Joy and Genius
Teachers from the Philadelphia Writing Project and educators at the African American Museum in Philadelphia developed and hosted a series of events focused on the hidden histories of African American women in Philadelphia from 1700 to the present. They created a series of public discussion and open-source resources for teaching.
Read more
Place-Based Writing in Action: Opportunities for Authentic Writing in the World Beyond the Classroom
Based on the insight that "places are everywhere," this NWP Radio show explores how educators are using place to support students in having authentic opportunities to learn, grow, and connect. Join this team of teacher-editors and -authors from Place-Based Writing in Action: Opportunities for Authentic Writing in the World Beyond the Classroom to explore what is possible when you tap into this "everywhere resource" to support writing in elementary through preservice classrooms.
Read more