Imagine you are a teacher who says to students, “You can revise your work as often as you want to learn as much as you can and achieve the grade you want.”
Imagine you are student who replies, “No thanks.”
As a critical teacher and teacher educator, I have spent about 40 years not swimming against the stream but floating, isolated, in an entirely different body of water.
I have not graded assignments or given tests for about 30 of those years, and for nearly all of my teaching career, my students have experienced a workshop format for learning. Distinct from writer’s workshop in creative writing, the workshop I implement is grounded in concepts often associated with Nancie Atwell, who popularized workshop as designing instruction/learning around time, ownership, and response.
The instructional workshop model I practice allows students large blocks of CONTINUE READING: The Problem of Student Engagement in Writing Workshop – radical eyes for equity
