I’ve been teaching for a long time — long enough to see the spin of the pedagogical cycle of strategies come full circle. What I have learned along the way is that there are some practices that work better than others when it comes to teaching writing.
In 2009, the National Council of Teachers of English (NCTE) published a call-to-action report, “Writing in the 21st Century,” that stated clearly our need to recognize the importance of teaching writing in a way that aligns with our complex lifestyles interwoven with technology and multitasking.
In the report’s introduction, NCTE past president, Kathleen Blake Yancey, writes, “It’s time for us to join the future and support all forms of 21st century literacies, inside school and outside school. For in this time and in this place we want our kids—in our classrooms, yes, and in our families, on our streets and in our neighborhoods, across this wide country and, indeed, around the world—to ‘grow up in a society that values knowledge and hard work and public spirit over owning stuff and looking cool.’” (Garrison Keillor, A Prairie Home Companion)
She rallies teachers of writing to answer this “call to research and articulate new composition, [this] call to help our students compose often, compose well, and through these composings, become the citizen writers of our country, the citizen writers of our world, and the writers of our future.”
I could not agree more with Yancey’s call to action. What we need to do, as teachers of writing, is to find ways to integrate the various strategies that have worked over the years and apply them to real-world needs that empower our students to effect change. This is the most meaningful way to make writing matter to students who are already engaged in communication outlets and devices only dreamed of in sci-fi works a generation ago.
Sean McComb, 2014 National Teacher of the Year, models this beautifully in a 12-minute feature with the Teaching Channel. This video, titled, “Making Learning Personalized and Customized,” empowers individuals in the classroom to write about real issues (many of their own choosing) that are relevant in their lives today and, most certainly, their future.
What makes McComb’s approach so authentic and applicable to the students’ lives is his development of this project.
McComb’s strategies are clear in this graphic that is presented toward the end of the video. Not only has he integrated technology through Skype sessions and Google interviews with real sources, as well as through laptops and tablets at various stations, he has integrated opportunities for individual, one-on-one, small group, and larger group collaborative activities that all work toward the publishing of original, genuine, and meaningful works for a larger audience.
In other words, he has taken the finest materials of our best teaching strategies, the recursive writing process, real-world issues, and publishing and has seamlessly woven them together to create a lasting experience for his students that they will be able to apply long after the last bell rings for the school year.
Our opportunities to teach well and effect change in the classroom are still available to us as teachers of writing (and this applies to all ages and across all content areas). We need to rethink how we approach teaching, though, and create projects like McComb’s that have strong beginnings built on the foundations of communication and comprehension, solid middles filled with diverse opportunities for rigorous and highly applicable learning, and empowering endings that give the students the tools they need to succeed in real-world ways that improve their communities and allow them to fight confidently and appropriately in the acts of advocacy and equality.