This is the fourth and final article in a series on finding hidden and unexpected pockets of time to write within your tried-and-true teaching practices. By paying more attention to what we do when we teach, we can spend less time teaching and more time writing without sacrificing quality feedback. I’ve previously written about streamlining your student feedback and grading practices, without sacrificing pedagogical value, to create more time for your writing. In this final article, I will explore several ways to enlist student help in meeting your own writing goals while providing a role model as a scholar.
Impossible you say! “My academic writing has nothing to do with my teaching.” However, when you weave aspects of academic writing into classroom activities, both you and your students benefit.
Let’s look at some powerful classroom activities that will advance thinking and writing for teachers and students alike.