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Laying Out The Basics

9/10/2014

2 Comments

 

Mind Mapping: 
          Introduction
                  And Principles


This article originally appeared on the Heinemann Digital Campus.
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Teachers don't talk nearly enough about how the brain -- and the human being! -- absorbs and processes information. A recent New York Times article entitled "What's Lost As Handwriting Fades?" includes this fabulous quote by Stanislas Deheane, a French psychologist: "When we write, a unique neural circuit is activated ... Learning is made easier."

I would double-down on what Dr. Deheane says, adding that when we write in color and in webs even more circuits are activated, even more learning occurs. I wonder what Deheane would say if he saw mind maps like this one created by my student Michelle, which acts as a reflection on what she learned in my Creative Writing class.

I hope Deheane would recognize how mind maps make the invisible visible, and give educators and their pupils a way to see what's being learned and how it's being processed. Of course, I don't need him to tell me that writing and drawing are  powerful thinking tools. I only have to see how my students react to my lessons on mind mapping, and you can see the same results in your classroom.



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Any teacher can incorporate mind maps into any course! Here’s how.

Step one: teach your students how to mind map. I use this handout every September in all my classes. It gives me an opportunity to guide them through the basics of creating mind maps.

Click here for a video explaining how I use the "Mind Map of Mind Mapping" to teach the fundamentals of the art-form.

Step two: Show a ton of student samples. Lucky for you, I've already taken care of that! Just show your classes the art gallery at my website, and instruct them to "imitate what you like but spin it into something original." This is how all art is made!



Once you incorporate mind maps into your classes, 
                                                                       the following principles will emerge:

1) Mind mapping allows students to discover themselves and to individualize their learning. 


Most teachers hope that learning is individualized by each pupil -- even as our profession is dominated by standardized tests, common curricula, prison-like buildings, and a fundamental style rooted in the assembly-line philosophy of the industrial revolution.

How can we best evoke the individual spirit and unique nature so desperately needed in our education system? Obviously, by having our student make mind maps!

Examine these two mind maps done by Anne and Hyeajin, best friends and students in AP Psychology. You can see how mind mapping allows them to emphasize different information, accentuate their unique artist talents, and individualize the learning process. In this course, they learned about "visual encoding" -- why creating imagery makes ideas easier to remember. This theory is turned into practice through mind mapping! 


2) Mind mapping motivates students to take better notes during a class period or study session. 


School is boring. In case you have forgotten, it's documented here on Slate, here in the New York Times, and here on YouTube. An antidote for the tedium, ennui, and monotony of high school life: markers, webs, and creative energy.

(Below) Bruna created "SAT Roots" in preparation for the big exam; Paul's "Physics B" was used to help him keep straight all the formulas in the course; and Gal's "Soil" was created extemporaneously during a period of Environmental Science.

All three examples demonstrate how mind mapping can add a layer creative energy, which boosts student interest in the material as the mind-mappers must determine how to turn the intangible notion of learning into a piece of art that is literal, unique, and enjoyable to create.

"Mind Mapping is so great," Bruna said. "It even makes it fun to study for the SAT."  


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3) Mind mapping opens the gateway to creating art -- no matter the talent level of the student. 

By the time students get to high school, they seem to know if they are "artistic" or not. The amazing thing about mind maps is it shows them all kinds of new ways to create art, and your "talent" is irrelevant. 

If every student is encouraged and taught to make art, then they can all experience the therapeutic benefits of art-creation. 


Would you like to see a video of a student discussing a mind map that helps him through depression? Click here.

The work on the right was done by Daniel, who finds motivation in his battle with cerebral palsy. He is a table-tennis champion who states "my dream, my goal, my future" is to represent the country at the next Paralympic Games.

Emily's nature-inspired doodle (below) shows how remarkably flexible mind-mapping can be. Once she learned the basic premise, Emily began expanding the definition of a mind map with incredible pieces like this.

"Even though it's just a drawing, it can still be considered a mind map," she said. "Because, well, it is from my mind."


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4) Mind mapping can be the conduit of information between the teacher and the class. 


Mind mapping is an important element in education, and can be used by both instructors and students to record, convey, classify, or organize information.

(Below) I created "Critical Lens Essay" during a class session with my juniors while surveying them for writing-lesson reminders before the upcoming New York State Regents Exam. As I was writing this on the board, I was also coaching them to, "Write this on your mind map ..."

"Workshop Options" is one I use every year, so I post it on my SmartBoard. These are reminders to my students of the various ways they might positively utilize class time during a workshop: freewrite, work on a poem, read a book, collaborate, etc.

Sherry's piece comes from our Macbeth unit. I like to break down a literary unit into a series of mind maps that I distribute chronologically. These pieces set benchmarks for our discussions, lessons, and learning. Students add their notes on top of mine -- then can use them on an exam or for an essay.

For more on  literary mind maps, check out this link to an article on my website

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Mind mapping can also be a great way to take -- and give -- notes on movies, paintings, or any other art you are studying. The example to the left, "Shakespeare in Love" was done by Betsy during our study of the film. I made sure the students are taking notes by periodically pausing for discussion and teaching points, and constantly saying, "Add this to your mind map...." but it is the students’ choice how to add it.


5) Mind maps can be part of a process or they can be a finished product. 


How can one idea be so flexible? Amazing, but possible!

Part of the process: "Civil War DBQ" demonstrates how Radhika prepared for a social studies essay (document-based question) by mind mapping her ideas.

"What I Can Write About" is Allisen's way of brainstorming topics for creative writing. She would refer to this mind map throughout the course to overcome writer's block or document new ideas.

The finished product: Christine's "Dictator For A Day" was a way for her to blow off steam when she was angry at the political system. Who wouldn't love her suggestion for frozen yogurt in every UN conference room?

Inspired by my lesson on "Techniques of Rap and Hip-Hop," Brian's tribute to Big L is a serious study of the late, great rapper's lyrics, messages, and life.

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End note: Take risks!! I teach this slogan to my students every year. Writers and artists cannot accomplish anything worthwhile without learning new ideas, going in new directions, and creating new works.

The same applies for teachers. Go take a risk! Incorporate mind mapping into your classroom.

2 Comments

It's Better Than Homework....

8/1/2014

9 Comments

 

Setting Goals 
& Deadlines

I love September. I love when school opens: fresh start, new kids, a surge of enthusiasm. How do I begin my courses? By explaining to my students that I DON'T GIVE HOMEWORK!!! 

In the modern era, it is unfair and anti-educational to give homework and demand it be done "for tomorrow." Tomorrow!? Kids have all kinds of family, academic, volunteer, and professional commitments. They have games, practices, youth groups, church meetings, and after-school activities. They are dealing with divorces, younger siblings, college applications, and SAT Academies. They are seriously busy in a very stressful way.


It is much fairer -- and creates better learning -- to lay out a schedule for your students, explain what you want them to achieve, and tell them why it's educational. This method creates freedom for students to accomplish goals on their own time. Of course, always remind them that you have to grade them on this process and they shouldn't procrastinate too much!


That freedom is balanced by structure, established in the "Goals & Deadlines" handout.

For my Creative Writing class -- and the Creative Component of my AP classes -- I set goals and coach my pupils to achieve those goals.


For example:

The long-term goal -- Create a portfolio or website of your original writing. This will be due in June sometime, but I want to give them a concrete idea to latch on to. Naturally, I show them numerous examples of portfolios done by former student. In fact, I keep a library of them in my classroom and invite current kids to look through them. I also show them the website-portfolios past students have created. 

The medium-term goal -- Get a "final" on "6 poems, 3 mind maps, and a college essay" by November 6, following all the rules set out in my opening day handout.

The short-term goal -- Start turning in work when it is ready!

Scroll through the embedded document to see a recent "Goals & Deadlines" handout.


How Do I Grade Creative Work?
I use a simple binary system for evaluating mind maps and poems. I do not "grade" creative work.

Pieces are marked either "teacher-edit" or "final". If it's the former, the student knows to improve the piece through another revision. This method reinforces the layering process, and motivates students to create authentic art.

Once a piece is marked "final" then it counts towards meeting the student's grade goals.
This handout demonstrates FRONTLOADING: Always try to give your kids as much advanced warning as possible. For example, when I teach literature, I hand out a schedule of exactly when the quizzes are, when the writing assignments are due, and when they are expected to finish chapter one, chapter two, etc. When we do the research paper, the students again get a schedule of goals and deadlines. 

I never want to create a homework assignment on the fly as the bell is ringing or surprise my students with a time-consuming reading assignment without advance warning.



I don't give "homework" because I want my homework to really mean something. When you're up all night trying to write a poem or think of a memoir idea or draw a mind map, you're doing some very important reflection and learning.



9 Comments

FREE Lesson Plan!

4/2/2014

1 Comment

 

Abstract Art: 
 Learn It, 
Teach It,
          Encourage It

After two straight weeks of Gatsby, I decided to throw a curve-ball at my AP Language students today. I taught them about abstract art: techniques, philosophies, genres, movements, major players, and so much more.

I love to study and create abstract art, and being an artist is an essential influence on my teaching philosophies. Taking courses at the Art New England program, I saw how art teachers create a familiar two-part workshop: mini-lesson followed by creativity time. This is exactly the approach I use, which I learned from Nancie Atwell's books, the National Writing Project, and other similar sources

As a language arts teacher, I became acutely aware just how important it is to treat my students as artists. I began to value giving my pupils classroom time to create. I saw myself as more of an editor and a coach who helps them achieve their own creative goals.
I set this goal for the third quarter: 
             For a "90+" on your report card:
             you need a 90+ average and  
             5 of anything marked "final" - pages of memoir, poems, mind maps, calligrams, cartoons, or other language arts works." 

A student recently submitted these two amazing works to meet her goals, and other kids have turned in works similar to the pieces at the very end of my art gallery.
You can teach the exact same lesson!

Download this handout and photocopy it for your students.

Encourage them to take notes on it  or doodle on it during the lesson. "If you hear a name or see a painting you like, circle it on your handout and Google it at home," I said. "Teach yourself more about anything you learn today."

Lead your students through the chronology with this Prezi! 
Of course, it helps if you know all these painters and movements as well as ... I do! But even if you don't, there's plenty here to discuss and explore - with your students.

And that's all ya gotta do!

Is this "Common Core Ready"? Is it "AP"? Does it fit in with the curriculum of a high school English class? Is it even worth teaching? I'll leave those questions to you...

Click on the photo if you want to see more of my paintings!
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1 Comment

Revising My Favorite Lesson

2/10/2014

0 Comments

 

A new Mind Map about Mind-Mapping

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0 Comments

Using Mind Maps Magazine: Feature!

2/9/2014

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Great Publicity 
                      for Teaching Creativity

This month's issue of "Using Mind Maps Magazine" just hit the iTunes Store - and it features a story on ... me!

I couldn't be prouder!

I am always enthusiastic about sharing my ideas for teaching creativity, which begins with magic markers, colorful notes, and mind-mapping. 

Here are some photos from the spread (as seen on my iPad). 

Of course, if you want more information on teaching through mind maps, click on the "Art Gallery"  tab on top or Blog 3 on the right.
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Quarter's End: Student Self-Analysis

2/5/2014

1 Comment

 

Calculate, Reflect, Inquire, Goal Set 

This week marked the end of the second quarter: time for students to calculate their averages, reflect on their accomplishments, and correspond with the instructor.

It is vital for students to see exactly how their grades are derived. I believe in a completely transparent method of determining what will go on their report cards.

My methods are so transparent, in fact, that I have the pupils tell me their grades!
I have been ending marking periods this way for almost my entire 20-year career.

This term, students first had to write in their assessment scores to figure out their numerical averages. It was a golden opportunity for them to see where they succeeded and where they need to improve.

Next, they had to list all of their creative accomplishments from the quarter. To get an "A" this term, students needed a 90+ average and they had to earn a "final" on 3 pages of memoir, 3 poems, 3 graphic arts pieces, and 1 calligram. 

I am always setting goals and deadlines, then asking for reflections.

These techniques will motivate students through introspection, self-reflection, and writing!
Reading Comp Practices: I began the quarter by discussing the reading comprehension passages they have to read during the AP exam. I told them they would have several in-class reading-comp quizzes that would count for grades. "The best way to prepare," I taught them. "Is to meet up with at least one other person to practice reading comps." Then we set a goal to have a few study sessions by the end of the quarter. "Collaborate on these so you can discuss the questions and figure out the answers together." I love to teach collaboration  -- I even have a mini-lesson on it that ends with Jay Z and Eminem doing "Renegade" on Letterman.

This goal would never be "assessed" in a traditional way and it wasn't homework, per se. I taught them how to improve at this skill -- while applying the moderate pressure of knowing that in two months I would ask them about these meetings. There would be no bonus for having reading comp sessions and no detraction for not meeting up with anybody. It was simply a goal of the class.

It is REMARKABLE what students will do even when there is no formal grade on the line.
Ouside Reading: On the back is another example of goal-setting and writing reflections. I encourage outside reading without threatening assessment.  I recently blogged about my outside reading philosophies. Again - no penalty if you don't read and no bonus if you do. "Don't forget, in two weeks I'm going to ask you about your outside reading," is my typical announcement.

Creative Reflection: The quarterly self-analysis ends with a longer reflection on either reading or writing. This time I asked about a creative piece that made them proud. I might ask about the theme of a book they read, a writing lesson they've learned, or any number of other related items.

The quarterly self-analysis is a critical summary of what each student achieved during the marking period, and I cannot fill out their report cards without them.

I encourage you to try some of the same methods!



Click here to download the handout I used.
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NCTE 2013: My Presentation

11/28/2013

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Mind Maps!
         Student Work 
                      on Display!

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BOSTON -- From the moment I put the first staple into my first mind map, a stream of creative and curious teachers came my way to learn the educational benefits of mind-mapping.



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Last Saturday was my first time demonstrating at an NCTE Conference, and my "poster presentation" was a success. The thrilling and invigorating response reminded me - once again! - that educators are looking for all sorts of new and innovative practices.

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Throughout the afternoon I explained the following:

1) Mind maps ARE the end product. By setting "goals & deadlines" for my pupils each quarter, I motivate them to create original, self-directed work that is both educational and artistic. Mind-mapping is one of several creative techniques I teach, leading to portfolios of memoir, poetry, and other language arts every June.


No student ever asks me "Why do I need to know this?" when learning about mind maps - or other methods of creativity. They are proud of their work and the art is legitimate, honest, and important. For more on "goals & deadlines" read this blog entry from last year.

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2) A mind map can be a part of something larger. It can be an early step in a process leading to a different end product - like a brainstorming session, an essay, a research paper, a business idea, and so much more.

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3) Teaching mind-mapping is easy! It takes 20 minutes. Just show your students my art gallery, explain the idea of taking notes by "mapping" your ideas as they radiate from a central core, and encourage them to take inspiration from what they see while creating their own original art. 

My book includes a more in-depth mini-lesson that you can photocopy and distribute to your classes.

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4) Magic markers are mandatory in my classroom. This is on my opening day handout under "required" - right along with a folder, a notebook, and a pen. 

Every class, every day begins with me saying "Take out your notebooks and your magic markers ..."


"Fine-tipped" markers are best. "Preferred by Teachers" it says on the package!

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5) Teaching creativity is vital. The results are phenomenal if you teach students HOW to be creative, then give them time, space, coaching, and motivation.

My display showed myriad examples - including mind maps made on the computer and made by hand. With words and without. With original photos or not. Made by magic marker or Sharpie or colored pencil. In full color and black & white. Created alone or in collaboration.

The examples were used to set goals, create a bucket list, pay homage to favorite books, reminisce about special memories, celebrate accomplishments, study for a test, contemplate travel, take notes during class, and so much more!!

I also frequently showed how to use mind maps to teach full-class literature, as demonstrated in the "mind maps for teachers" tab of my website.


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Other NCTE Experiences

Saturday evening I went to the Scholastic dinner - and it was a total delight! I will never miss this event again. Scholastic served Thanksgiving dinner to hundreds of English teachers, for free:)!

I met so many inspiring and interesting people at this dinner, including one of my primary influences: Jim Mahoney.

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Mahoney literally "wrote the book" about portfolios.

"I've been using your ideas for so long, a generation of people think I invented portfolios," I told him when we met during the cocktail hour.

I was absolutely star-struck as I told him about my blog entry on portfolios.


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This marked two straight years I've been at the NCTE Conference - and I hope I never miss another! I am looking forward to Washington DC, and I plan to propose a repeat demonstration of my mind-mapping poster presentation!

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Response Journal: Reading Lesson #1

11/19/2013

1 Comment

 

Students Must
choose The Books

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I am so heartened to read this article, which appeared in my NCTE mailbox this evening: 

"The Most Important Lesson Schools Can Teach Kids About Reading: It's Fun" in The Atlantic, by Jeremy Wilhelm and Michael Smith.

These two college professors have co-authored a book encouraging teachers to design student-choice reading programs. This article summarizes their viewpoint, and I couldn't agree more!


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I have made a concerted effort this year to focus on student choice in reading, including these techniques:

a) Having students write about their reading goals.

b) Requiring them to write literary letters about their books. For more on this, click this link to the Library of Congress Contest.

c) Filling my bookshelves with a variety of books and turning it into a small library.

d) Saying this: "You can always read in my classroom."


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I've used a variety of methods to introduce new titles to introduce new titles to my students. 

a)Doing whips around the room to ask about outside reading; 


b) Going to the library for book talks (pictured).

c) Discussing books and posting book reviews on our class Facebook page.

d) As Penny Kittle suggests - having them maintain a list of "Books to Read".

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I've changed the culture of my classroom to make outside reading part of the mainstream expectations and curriculum.

Most importantly, the summer reading assignment was built entirely around encouraging students to select their own books.

This was the first year the English department tried this concept, and it was a rousing success!


Click here for the blog entry I wrote explaining the summer assignment.


That summer assignment set the tone and expectations for the whole year!

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The Atlantic article points out how policy-makers emphasize reading for its "pragmatic" and "utilitarian" benefits.

Educators hardly get a moment to emphasize reading for the fun of it, for the variety of "pleasures" -- which Wilhelm and Smith analyze -- it brings people. 


That's too bad. It's important to create student-choice in both their writing and their reading lessons. I do that through my usual methods: goal-setting, reflection, and mind-mapping.
Of course, it doesn't have to all be student-choice. I have found that I can do both: power up an independent reading program AND still do a few whole-class selections (Gatsby, Macbeth, Frederick Douglass) during the year.

The focus group for Wilhelm and Smith was eighth-graders, and I think most people tend to think only of our younger students when discussing our methods of teaching reading and writing. The truth is that if it works in 4th grade, it works in 12th grade.
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Mind Maps Across the Curriculum!

10/26/2013

2 Comments

 
This was "deadline week" for creative submissions in all my classes.

Somehow - even with a new house and a three-month-old baby - I'm keeping up with the deluge of papers to evaluate, edit, and return.

All my students had to submit four mind maps this quarter. I suggested they make at least one of them "notes from other classes."

Mind-mapping is such a useful and amazing life skill! I love to encourage my pupils to utilize the mind-mapping techniques for better learning in all their courses. 

These recent submissions reinforce how my successful my mind-mapping lessons have been. You should give it a try with your classes!
2 Comments

The First exercise of The year

9/19/2013

4 Comments

 

ID Cards: 
Opening With Lessons 
in creativity, writing,
Self-discovery  
& Public Speaking

It's my 20th year teaching secondary English!!

I kicked off September by having all my students create colorful, mind-mapped "ID Cards." 


It's an attractive exercise for students because it's fun, introspective, and new. It also happens to be a perfect way to introduce my classes to some of the fundamental lessons I hope they learn during our time together.

In both classes I teach -- Creativity Workshop and AP Language -- students are required to do this assignment. All my pupils need to learn the basics of creativity: the power of color, the dynamics of mind-mapping, and the rewards of self-expression. These ID cards are a perfect way to begin teaching these tenets. 

I execute this lesson by handing out extra large index cards to the class. "The idea here is for you to mind map your passions, activities, hobbies, and anything else that you really love," I instruct. Then I show them the examples on my website's art gallery.

I give them "workshop time" in class to start them, encourage them to do first drafts in their notebooks (gotta teach the layering process!), and ask them to finish them within three days.

When they all have their ID cards ready, I lead them in a whip around the room. Each and every student must explain a bit about the topics on their cards. (Plus, I intro my public speaking lessons!)

Can you believe the effort they put into this project ? I even tell them, "There's no grade on it. Just have fun and let me know what's important to you."

I think it proves true what John Steinbeck wrote in The Pearl: "Every man in the world functions to the best of his ability, and no one does less than his best, no matter what he may think about it."

How would I grade it anyway? I've worked hard to encourage and teach art-making without grading the work. That's why I've developed my two-tier evaluation system: Creative work is labelled either "edited" or "final."



"Edited" work must be revised, polished, and re-submitted.

I hold these index cards in my hands during the first few weeks of school and use them to get to know the students or "cold call" during a lesson. Once I have the names memorized, I turn them into a bulletin board that looks awesome and inspires many compliments.

In the spring students add them to their portfolios.

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For an extra twist: One of the first concepts I cover in AP Language is parallel structure.

Students had to pre-write what they would say in the whip and be sure to experiment with parallelisms.



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This activity demonstrates another one of my fundamental philosophies of education: Be Student Centered!

It's one thing to teach them parallel structure and all the finer grammatical points that entails.

It's a whole other ballgame to ask them to APPLY the lessons by writing about themselves.



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More student-centeredness!

The parallel structure unit ends with pupils constructing "Facebook Updates" to practice what they've learned.

After parallel structure, I take my AP classes into lessons on sentence variety and rhetorical devices like anaphora, antithesis, and chiasmus.

I teach more than creativity!!! I love to instruct on the finer points of the sentence -- which leads to the paragraph and the essay and the research paper.


For more on how I teach "The Essay" click here:)!


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    Blog Author:
    Daniel Weinstein

    I teach AP Language and Creative Writing at Great Neck South High School on Long Island. 

    Teaching philosophies: Student-centered. Collaborative. Goal-setting. Coaching. Divergent thinking. Portfolio. Writing as therapy. Take Risks! Find your voice. Experiment! Freewrite. Poetry. Memoir. Editing. Layers. Deadlines. Frontload. Rap and hip-hop. Expository technique. Drawing. Art. Magic Markers. Mind Maps. Publishing. Music. Cellphones. Ipods. Wikipedia. Twitter. Facebook. Stay modern. Stay open-minded. Keep learning. 

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    Blog Entries

    All
    01. The Call For Creativity
    02. Take Risks!
    03. Use Color!
    04. Set Goals & Deadlines
    05. Teaching Rap Music
    06. Common Core
    07. Notice & Note + Mind Maps = Improved Reading Lessons
    08. Open-Notes Exams
    09. The Essay: A Multi Step Approach
    10. Proposal Accepted
    11. The Facebook Group
    12. Portfolios
    13. Summer Reading
    14. Creative ID Cards
    15. Student Choice In Literature
    16. Mind Maps Across The Curriculum
    17. NCTE 2013: My Presentation
    18. Quarter's End: Calculate & Reflect
    19. Mind Maps Magazine - Feature Story!
    20. Revising The MM Lesson
    21. Free Lesson: Ab Art
    22. Heinemann Reprint
    23. Student Videos
    24. NCTE 2014
    25. MM For Identity: Heinemnn Reprint
    26: Guest Columnist: Radhika
    27: Moving Past Mind Maps
    28. Improving Literacy
    29. Reading Comps
    30. Professional Development
    31. Reading Workshop
    32. Hybrid Success

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© 2013 Daniel Weinstein
Contact to schedule a presentation or workshop.