Collaborate

BLTN Newsletters

Monthly issues of the BLTN Newsletters

School Year Meeting Agendas and Notes

Spring 2022

Fall 2021

Spring 2021

Fall 2020

Comment on the agenda and notes from our fall meetings.

  • October 1
    Breakout sessions focused on anti-racist advocacy and teaching, student and teacher wellness, and technology and classroom structure.

  • December 3
    A session focused on "decolonizing the classroom," followed by discussion of teaching and learning under pandemic conditions

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Recent Work

We encourage you to read BLTN member Laura Benton's primer on BLTN collaboration.

Over the course of Summer 2021, we'll refine this page to highlight emerging collaborations and historical "exchanges" among BLTN classrooms, teachers, Bread Loaf faculty, and others. For now...

Historical Work

Flashback: Speaking about Exchanges in the Early 2000s...

"Last night we talked about the RANGE of successful projects, some of which aren't planned as whole classroom experience: professional seminars organized by 3-4 teachers; small groups of students working with a classroom or another small project for 'extra credit' or because of special interest; exchanges where teachers and students are in conversation together; exchanges that invite a guest responder to join the conversations." —Dixie Goswami, email to Jackie Royster (2004)

Successful BreadNet Projects (as summarized by Jackie Royster):

  • Are thoughtfully planned as "whole" classroom experiences.

  • Center on the quality of both the classroom experience and the on-line conversation.

  • Exhibit three core features.

    • They are...

      • text-based

      • inquiry based

      • experience-based

  • Are enhanced by technology, not controlled by it.

  • Use reading, writing, critical response, and other expressive skills and processes consciously as central to the implementation of the projects.

  • Are thoughtfully observed, analyzed, and documented by the teachers who implement them, often with the participation of students as co-inquirers.

  • Are carefully and consistently reflected on by both teachers and students.

  • Recognize the direct beneficiaries of the work to be local - i.e., the teachers, students, and schools of the participants, and schools of the participants, and the communities that surround them.

  • Demonstrate the idea that participants (teachers and students) honor teaching and learning as people-centered enterprises in which respect and reciprocity matter.

  • Demonstrate variously the benefits in operating (either actively or periodically) within a learning community in which the members of the community uphold the values that have been negotiated within that community.

  • Become part of the discourse on educational reform in BLSE (and larger arenas) orally and in writing through the active participation of the teachers and students who have participated in them via meetings, conferences, and publication projects of various sorts.