Writing Matters Writing Workshop for the 21st Century Classroom
About
Writing Matters introduces 5th through 9th grade teachers to powerful new ways to approach writing instruction using 21st Century technology tools. The program uses interactive, original program content. Teachers learn how to instruct their students in the writing process through an array of basic genres from short fiction to editorials.
The initiative improves teachers’ skills and students’ performance in a core subject that is widely recognized as difficult to teach and learn, yet fundamental to success in school and beyond. Lessons and activities have been developed in collaboration with nationally recognized authors in process writing including Heather Lattimer and Georgia Heard. Students and teachers are writing not only during class, but sharing and communicating well beyond the school day.
Georgia Heard Curricular Consultant for Writing Poetry
Georgia Heard is an internationally known writer, keynote speaker and educational consultant. Thousands of educators and writers have listened to Ms. Heard speak of her passion for poetry and writing. She has keynoted hundreds of conferences and given workshops on writing throughout the United States as well as in Sweden, Canada, and Southeast Asia and she has brought her love of writing to classrooms throughout the United States.
Ms. Heard is the author of several books on teaching poetry and writing including her most recent title, The Revision Toolbox: Teaching Techniques That Work (Heinemann, 2002), the popular Awakening the Heart: Exploring Poetry in Elementary and Middle School (Heinemann, 1998), an inspirational and practical book for educators on how to engender a love of poetry among students, Writing Towards Home: Tales and Lessons to Find Your Way (Heinemann, 1995) and For the Good of the Earth and Sun: Teaching Poetry (Heinemann, 1987). She is also the author of three children's poetry books, Creatures of Earth, Sea, and Sky (Boyds Mill Press, 1995), a collection about animals, Songs of Myself: An Anthology of Poetry and Art (Mondo, 2000), and This Place I Know: Poems of Comfort (Candlewick Press, 2002).
Ms. Heard's work has appeared in numerous magazines and professional journals and she has been interviewed on National Public Radio's "Perspectives." For seven years Ms. Heard worked with New York City Teachers as part of the Teachers College Writing Project. She finished graduate work at Columbia University and while there was honored by the Academy of American Poets.
Heather Lattimer Curricular Consultant for Writing Memoir
Dr. Heather Lattimer is an Assistant Professor in the School of Leadership and Education Sciences at the University of San Diego. Formerly a high school teacher and literacy coach, Heather has taught English, history, and mathematics in a diverse range of high school and middle school classrooms in both Northern and Southern California. Her expertise is in supporting struggling readers and writers and challenging chronic underachievers. Heather has consulted for schools and school districts throughout the country.
Dr. Lattimer is the author of a professional text for teachers, Thinking through Genre: Units of Study in Reading and Writing Workshops, 4-12, published by Stenhouse in 2003. She holds a B.A. from Harvard University, received her M.A. in Education from Stanford University, and completed her doctorate in education at the University of California, San Diego, where her research focuses on educational access and equity for low-income students, teaching excellence in literacy and the social sciences, and the professional growth of teachers working in urban secondary schools.
Professional Development
Teaching Matters provides a comprehensive professional development program to accompany the model instructional units. Our professional development support includes introductory and advanced workshops for the entire Language Arts department as well as regular in-class coaching and support for up to five teachers. Onsite professional development support is customized to the needs of each teacher and may include help in managing active learning in a technology-rich classroom, differentiating instruction, technology-enhanced assessment, and general program implementation.
