Better, Faster, and More Equitable Feedback

12,600 hours. 12,600 hours of grading student writing. That would be equivalent to working full-time, 52 weeks a year, for 6 years.

For this episode’s guest, the above was a calculation he worked out earlier in his career that would bring clarity to the pain he was putting himself through. In episode two of The Teaching ERWC Podcast, we hear from Matthew M. Johnson, an English Teacher from Ann Arbor, Michigan. He is author of the book Flash Feedback: Responding to Student Writing Better and Faster–Without Burning Out.

When it comes to carrying the weight of the responsibility of assessing stacks of student writing, Matthew has walked the walk. He nearly left the profession due to the crushing expectations he had heaped on himself to get his students timely feedback in an effort to become better writers. In earnest, after year three, he did walk away from teaching for a number of years, expecting never to return. Eventually, he did made his way back, developing feedback practices that freed up his calendar and helped his students grow as writers.

As I have interacted with Matthew over the years on his blog and social media, putting into practice his sage advice, I have not only claimed back more time for myself, my students have received timelier feedback, that was more effective than ever, and has reached every student, improving the writing skills of all.

On April 20th, Matthew Johnson will delivering a webinar that dives deeper into this reality. Did I mention, the webinar is FREE? More details below.

Want to contribute to the podcast?

The Teaching ERWC Podcast is produced, written, and developed by members of the ERWC Community, who is made up of many voices from many backgrounds. The community invites its members to be part of the content being produced here.

If you have any interest in contributing to the podcast, please fill out this Google Form.

Connect with ERWC on social media

Big Shifts in ERWC!

Welcome to the Teaching ERWC Podcast! This is officially our inaugural episode, and there is a lot to cover.

First, my name is Jeffery E. Frieden, an ERWC teacher at Hillcrest High School in the Alvord Unified School District. That’s it, just a teacher. Okay, I’m creating content for ERWC, so maybe not just a teacher. But other than a few clever networking opportunities I took using social media, I am just a guy trying to make his way through the modules.

In this episode, you will hear from Jennifer Fletcher, head of the ERWC Steering Committee. She lays out the vision for the future of ERWC, as well as the months ahead. Even though I have been teaching ERWC for a decade, Jennifer shared some details about ERWC that surprised me:

  • Over 15,000 teachers have been trained in ERWC
  • The curriculum in not only taught in California, but Washington state and Hawaii too
  • Leaders in the ERWC have presented on this curriculum internationally

Listen in anticipation about all the professional learning opportunities that are on the way and for an invitation to get involved.

Want to contribute to the podcast?

The Teaching ERWC Podcast is produced, written, and developed by members of the ERWC Community, who is made up of many voices from many backgrounds. The community invites its members to be part of the content being produced here.

If you have any interest in contributing to the podcast, please fill out this Google Form.

ERWC Audio Experiment

Before There Was a Podcast…

There was an idea to upgrade the professional learning offered by the Expository Reading and Writing Course (ERWC). This included a podcast, something members of the ERWC community could consume while on the go while adding a personal touch from those creating the content.

To kick things off, Jeffery E. Frieden interviewed Chris Street. Jeffery is a high school English/Language Arts teacher in the Alvord Unified School District in Riverside, California, where he has been teaching ERWC for the past 10 years. Chis is a faculty member of California State University, Fullerton, though Chris has also taught middle and high school as well.

As ERWC has been transitioning from version 2.0 to 3.0, this experimental episode (of what would eventually become The Teaching ERWC Podcast), covered adapting the curriculum to California’s 2020 stay-at-home order and how, really, ERWC has always been about adaptation and innovation in order to best serve the students in any ERWC teacher’s community.

Want to contribute to the podcast?

The Teaching ERWC Podcast is produced, written, and developed by members of the ERWC Community, who is made up of many voices from many backgrounds. The community invites its members to be part of the content being produced here.

If you have any interest in contributing to the podcast, please fill out this Google Form.