Nicole Bryson: Writing and Criteria for Success

The Virtual Classroom

Nicole Bryson is an expert in ELA/Writing and a District Teacher of the Year winner. Last year alone, she received over 50 hours of professional development in writing. In the 21st Century, students need much more than content knowledge. There are specific skills required to be successful that can and should be taught through content. Skills that include: critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity, and social skills. Wouldn't we all agree that all careers require these skills in the form of writing? Would we then agree that we should teach our students these skills in their writing?
In today's episode, Nicole and I discuss why students should write regularly and how to implement writing in our virtual classrooms. Writing is not limited to ELA classes and a writing workshop. Research has proven repeatedly (see references below) that writing leads to academic gains when used cross-curricular.
Episode Info
Guest: Nicole Bryson

• Instagram @nbryson

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Music for the show is "Journey to the Dream" by Alex Stoner
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Disclaimer:
This podcast is for encouragement, inspiration, or entertainment. This is not an advice show, coaching recommendations, and should not be taken as instruction.
References
Costello, D. (2020). Linking Literacy and Matii: Applying the Writing Process to Mathematics. Ontario Mathematics Gazette, 58(3), 12–14.

Forbes, K. (2019). Teaching for transfer between first and foreign language classroom contexts: Developing a framework for a strategy-based, cross-curricular approach to writing pedagogy. Writing & Pedagogy, 11(1), 101–126. https://doi.org/10.1558/wap.34601
Hebert, M. A., Bohaty, J., Roehling, J., & Powell, S. R. (2019). Piloting a Mathematics‐Writing Intervention with Late Elementary Students At‐Risk for Learning Difficulties. Learning Disabilities Research & Practice (Wiley-Blackwell), 34(3), 144–157. https://doi.org/10.1111/ldrp.12202
Hendricks, C. C. (2018). Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work. WAC Journal, 29, 247–251.
Locke, T. (2015). The Impact of Intensive Writing Workshop Professional Development on a Cross-Curricular Group of Secondary Teachers. New Zealand Journal of Educational Studies, 50(1), 137–151. https://doi.org/10.1007/s40841-015-0003-2

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