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Direct linkWirsing, Janice – Voices from the Middle, 2009
A classroom teacher reflects on the benefits of professional development leading to improved and energized student writing. Although traditional professional development sparked interest and encouraged modifications, the support of a teacher inquiry group as ongoing professional development provided the impact needed to effect significant change…
Descriptors: Faculty Development, Inquiry, Teacher Improvement, Writing Skills
Peer reviewedWilhelm, Jeffrey D. – Voices from the Middle, 1998
Argues that drama is one of the most powerful teaching strategies available in the classroom, in all subject areas. Notes reasons drama is not used much. Describes two drama activities used with seventh-grade students, and how they used it (with excitement) as a way of experiencing, thinking through and representing new understandings. (SR)
Descriptors: Active Learning, Creative Dramatics, Drama, Grade 7
Peer reviewedGardoqui, Kate E. – Voices from the Middle, 1998
Describes how a seventh-grade teacher introduced her students to poetry by having them create performances of rhythmic poems. Describes how her students created moving performances of poems and responded to poetry with deeper and more personal insights than she had ever seen. Describes students' public poetry performances. Offers examples of…
Descriptors: Active Learning, Childrens Games, Class Activities, Dramatic Play
Peer reviewedHousum-Stevens, Julia B. – Voices from the Middle, 1998
Describes how a seventh-grade class created and presented their own museum as a special research project for an ancient cultures unit. Discusses how the class used drama strategies to frame issues and discussions, and used "processed drama" and "mantle of the expert drama" in extended ways to frame two months of inquiry and a…
Descriptors: Active Learning, Ancient History, Class Activities, Creative Dramatics
Peer reviewedAnderson, Anne P. – Voices from the Middle, 1998
Describes how an eighth-grade language-arts teacher teaches poetry via performance. Describes how she introduces poetry, performance, and audience. Shows how students (even non-readers and non-achievers) quickly show great eagerness to do poetry with enthusiasm, excitement, and energy; and now perform locally. Includes a poetry portfolio outline…
Descriptors: Active Learning, Audience Awareness, Class Activities, Creative Dramatics
