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 InfoGuest: Nicole BrysonInstagram @nbrysonJoin the conversation on our Instagram and Facebook!!Follow The Virtual Classroom on Instagram @thevirtualclassroomFacebook @thevirtualclassroompodYoutube @thevirtualclassroomFacebook Group: TheVT LoungeYour Host: Kimberly RingInstagram @Kimberly_ringFacebook @Kimberly.ringLinkedin: Kimberly RingSupport the ShowSubscribe todayShare with a friendLeave a reviewBuy from the storesRedbubbleTpTMusic for the show is "Journey to the Dream" by Alex StonerLicensed through TaketonesDisclaimer:This podcast is for encouragement, inspiration, or entertainment. This is not an advice show, coaching recommendations, and should not be taken as instruction.ReferencesCostello, 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.34601Hebert, 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.12202Hendricks, 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 Support the show (http://paypal.me/thevcpod)

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