Brett Vogelsinger

Well done 👏🏻👏🏻👏🏻 You got it! Later in the unit “hubris” goes in place of arrogance…that one’s just a placeholder

Writing center directors/ writing instructors/ leaders and everyone with a thought about the future of writing instruction and feedback, join us this March at UConn, Storrs! Proposals due Nov 3rd. For more info SSWCA.org

@thevogelman.bsky.social
@mraleosays.bsky.social

Can you guess what we are reading I. #APLit right now based on the word cloud?

That’s so kind of you to say. You’re students are lucky to have you too, writing there beside them 🙂

Happy to hear that! I will not be in Denver sadly. Philly 2026 👏🏻👏🏻👏🏻 Now get some sleep 😴 ☺️

I just feel like I can’t take away the conditions that helped me become a writer…and a big part of that was the chance to write at my own pace on my own space.

Your writing with students is so valuable! AI can be disheartening, but I try to think of it this way: my job is not to be the perfect enforcer…rather to set good conditions, adapt to new times, and keep writing about it as I learn. Class conversation around AI have been productive so far.

Yes! This.

You are so good at this! Organized, meaningful, intentional 👏🏻

That’s a small sample size of course, and not everyone has equal opportunity or circumstances to write outside of school. So in class time matters too! But to me, forbidding outside-of-class work makes writing into a test, and limits optimal growth of their personal writing habits.

I have 83 minute block. The multiple days are helpful I’m sure! But I have never once produced my best writing surrounded by other people. I need time and space and solitude…a common need of writers through the ages. My wife and sons feel the same. Grateful I had that, and it helped me to thrive.

I’d say any class benefits from writing that goes deeper than a single class period. AP presents a tight frame and timeline for test writing, and kids do benefit from that timed writing practice for sure. Great you give them the chance to go home and revise for deeper evidence!

Yes, and we punish and further limit neurodivergent processors.

Learning this from my own son’s experiences too.

Is that a change from the past, or how APUSH has always been taught?

And then allow students freedom and space to work independently, out of our sight, in the solitude strong writers often treasure…to apply learning, wrestle with complications, revise and seek feedback, and grow organically.

Writing time in class? Yes, of course!

Keeping part of every process in class in the age of AI? Probably yes!

But all steps of a writing process for all major pieces because some students will use AI inappropriately? Nope.

Let’s teach and talk about judicious use, the “why” behind AI boundaries…

I had a strong opinion on this but it’s getting stronger as I learn from my own sons’ experiences:

If fear of AI cheating means all major graded writing in high is completed in class, we deprive students of so much opportunity for students to develop as writers.

I think the number one thing secondary teachers can do tomorrow with #AI, regardless of their stance, is demonstrate how to reason on AI usage in a real-time demonstration.

Model how an adult thinks about AI interaction, output, value, and boundaries of academic integrity.

Wow what a line! Thank you!

wildboho boho embroidery

Here’s her website, and she’s @ wildboho on Instagram too! wildboho.com

Did you know my wife is an embroidery artist who loves to work with mixed media? She sometimes embroiders with yarn!

🎙️ Excited to share our latest TEPSA Talk podcast episode with Brett Vogelsinger!

Dive into the world of literacy, AI, and middle school education. Discover how creative writing can ignite passion and how AI can be a tool for growth. Don't miss Brett's insights on nurturing young minds.

#Literacy

Student talking to me about her essay: “I don’t really care about the grade. I just want to keep getting better as a writer.”

We had a succcessful outdoor writing experience on a beautiful day, practicing our use of imagery ☀️ We planted milkweed and mallow at the edge of the woods as part of the lesson 🌱🦋

#EduSky

And we should educate them on other hidden impacts, for instance the impact of downloading media vs repeatedly streaming. I want to see simple opt-out options on AI synopsis for Google search too, for example, so people can choose when to use and not use AI.

Everything we do has impacts. Can we model what it means to evaluate our use of this technology in limited, responsible ways so that frivolous, addictive uses do not deplete resources? With silence or bans at school, no adults helping them learn to reason, I fear that the poor choices win.

Thank you for sharing all of this thinking. When I think about moderation, I question what happens if schools wait too long to help students reason on AI use, through modeling and experience. That includes teaching them about all of these impacts and how to make choices empowered by knowledge.

If you’re at #PCTELA25 this weekend, don’t forget to check out the pamphlet featuring education books by Pennsylvania English teachers in your conference folder 😃 And have a wonderful time!

Just met the owner when Nichole and I went to her stand at the Lehigh Valley Fiber Arts show the other week. She has cool dyed yarns!

I agree!