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I’ve been participating on and off for 12 years in /WT Bard workshops. My students’ work is no­tably more engaging and sophisticated due to all the techniques I’ve learned … My students are learning to discover what they care about and to write their way into the world. As a result, their analysis of literature and their essays are much, much more precise, original, interesting, and engaging. As a result, they understand the power of their own writing and of their own ideas.
Jill Veleas, John Jay High School (Katonah, NY)
C

hanging the role of writing in schools and colleges also means changing how teachers work together. IWT goes on site with teachers and administrators to develop intellectually engaging ways to re-think writing across the curriculum and catalyze engagement in change. IWT has led professional development workshops–from one day to weeklong-for teachers at over 400 urban, suburban, rural, public and independent middle and high schools, and over 230 colleges and universities across the U.S. and internationally.

IWT

develops a relationship with an on-site institution over time, so that teachers may continue to develop how to put into practice what they learn from successive workshops.

One teacher, returning to her classroom from a good experience at an IWT workshop, may be able to change the way students write and think in her classroom. But alone she cannot bring change to the entire school or curriculum.

Teachers from the same school who attend in together can support each other once they return to the classroom and can become agents for change in the school as a whole, and this could be reinforced by an on-site workshop.

A

s many state standards and the Common Core Stan­dards Initiative claim, students who are college ready demonstrate independent thought, build strong content knowledge, and know how to respond to the varying de­mands of audience, task, purpose, and discipline. They comprehend as well as critique; value evidence, know how to use technology and digital media strategically and capably, and they value and understand other per­spectives and cultures.

IWT and the Common Core
IWT

can help teachers explore and understand these ‘lit­eracies’ as defined by the Common Core, and then pre­view what Common Core implementation can look like in practice using IWT writing-based teaching strategies. Writing to learn practices emphasize close readings of challenging texts, critical analysis, independent thought, and the development of both writing and speaking skills.

C

oncrete lessons and strategies are grounded in liter­ary, cultural, and historical examples and meet Reading, Writing, and Speaking/Listening standards-a perfect in­troduction to Common Core English/Language Arts Stan­dards, Literacy in History/Social Studies. Our goal is to help teachers meet standards while also recognizing the individual needs of students and remaining grounded in their own creative authority.

“Alfie Guy came several times throughout the year and worked with our department during professional development days, and his impact was tremendous. As a group, we connected in ways that were both professional and personal, and as individual teachers, we started implementing the techniques he shared with us.”
High School Teacher
Core IWT workshops: