Thoughtful Learning Blog

Thoughtful Learning Blog

The Thoughtful Learning blog features articles about English language arts, 21st century skills, and social-emotional learning. Insights come from the teachers, writers, and developers at Thoughtful Learning, who have been creating top-notch instructional materials for more than 40 years.

Young adult writing in notebook and typing on laptop
Thoughtful Learning

No matter what subject you teach, writing can empower learning. And yet, fitting time-intensive writing assignments into your crowded curriculum may not seem feasible. Here's some good news. Research suggests you don’t need to design lengthy writing projects for your students to benefit from writing as a learning tool. Instead, short bursts of low-stakes writing hold the most learning potential.

Boy writing while holding a mirror
© Thoughtful Learning

“The narrative is the first story, the primal story, from which all others come. It is your story.” These thoughts by writer John Rouse speak clearly to the importance of narrative writing. I share them because I, too, feel that narrative writing is a valuable or, dare I say, the most important element in an effective writing program.

Gathering New Words

Words are power. Until you have a word for something, you can't think effectively about it. That's why every discipline has its own specialized vocabulary and why people who study the discipline must learn the vocabulary in order to be conversant.

So, vocabulary-building is as crucial in high school, college, and career as it was when students were first learning to read and write. It helps native speakers and English language learners, alike. You can use any (or all) of these creative word activities to help your students expand their vocabularies and their minds.

Check Writing Assumptions

When we teach writing, our pedagogy includes many built-in assumptions. For example, if we adopt a workshop approach, we make assumptions about choice, collaboration, drafting, conferencing, standards-correlations, student accountability, and so on. Checking those assumptions can help us improve our writing instruction.

A few simple questions can reveal the assumptions in a writing assignment:

Teaching Creativity
Sunny studio/

"Imagination is more important than knowledge."

—Albert Einstein

Who needs creative thinking?

Novelists, artists, actors, and composers need to think creatively—sure. But how about rocket scientists? How about Albert Einstein? Absolutely. Everyone needs creative thinking. It works in tandem with critical thinking to allow you to navigate your daily life.

National Novel Writing Month
Image courtesy of National Novel Writing Month.

Since its inception in 1999, the National Novel Writing Month (NaNoWriMo) has inspired hundreds of thousands of people to become novelists. Participants sign up at the nonprofit and track their progress toward writing a 50,000 word novel during November. The organization offers many supports, including encouragement from published novelists.

Since Thoughtful Learning has its own published novelist on staff (J. Robert King), we asked him to offer his advice to aspiring writers.

Creative Writing

How can we help our students develop writing skills? We can take the rigorous approach, teaching the writing process, academic modes, and integrated grammar. We can also use the creative approach, engaging students' imagination and artistic expression through stories and poems. Unfortunately, the demands of standards-based testing are pushing the creative approach out of many ELA classrooms. Let's not let that happen in ours. Students profit when we make time for both types of instruction, since each approach benefits the other.

10 Lessons for Teaching Media Literacy

In our media-saturated world, students need to analyze the messages they receive. Previously, editors stood sentry over most messages communicated to the public, sorting fact from opinion from nonsense.

No longer. The Internet in general and social media in particular have democratized the production and distribution of information. This change broadens freedom of expression, but with new freedom comes new responsibility. Without editors to sort information, students need to learn these skills for themselves.

Sadly, they do not seem to be. A recent study from Stanford University found that 70 percent of students from grade school through college cannot distinguish fake news from real news.

How can we help our students gain the media-literacy skills they need to sort information?

Analyzing Media

We can start by teaching skills for questioning media messages. These two minilessons can help:

  • Analyzing Point of View in Media: All media messages have a sender—the person or organization that originated the content as well as anyone who is distributing it. That means that every message represents the point of view of a person or group of people. This minilesson will help students think about point of view.
  • Detecting Media Bias: Sometimes the point of view of the sender makes for a biased message: It does not provide a balanced view of the topic. This minilesson will help students detect media bias.