Corey Dressel

Archive for the ‘Uncategorized’ Category

Integrating Technology into the classroom

In Uncategorized on July 26, 2017 at 10:44 pm

That’s the crux of the discussion by the folks over at Teachbytes who came up with the fabulous visualization below. It details 12 ways to properly integrate technology into the classroom. It details what the difference is between ‘using’ technology versus ‘integrating’ and I simply love it. Hope you do too.

integrating technology chart

10 Ways To Use Technology To Teach Writing

In Uncategorized on July 26, 2017 at 9:08 pm

Added by Katie Lepi on 2012-11-16

Both high-tech innovations for learning and the inability of many American schoolchildren to write well have been major talking points in educational circles for quite some time, but oddly enough, one may offer a solution to helping remedy the other.

There are a variety of tech tools and methods out there for teaching writing that can make the process easier and more fun for both teachers and students. While not every high-tech way of teaching writing will work for every class or every student, there’s enough variety that there’s bound to be something for everyone.

Here, we offer just a few tech-focused ways to help students learn grammar, essay-writing, and, most importantly, why good writing is so important to their futures.

5 Ways to Use Technology to Teach Writing

In Uncategorized on May 8, 2013 at 12:46 pm

The following list is adapted from a post submitted by Katie Lepi, entitled “10 Ways to Use Technology To Teach Writing.” This post in its entirety can be found on the website Edudemic.

Edudemic is a web-based resource whose entire purpose is to connect teachers, administrators, students, and just about everyone else with the best technology on the planet. They do this by featuring a regular flow of tools, tips, resources, visuals, and guest posts from dozens of authors around the world. Started in 2010, Edudemic is now one of the leading education technology sites on the web; it is a vibrant forum of discussion, discovery, and knowledge.


Many teachers report that students who get to be creative and use high-tech tools to augment their writing actually work harder, are more willing to revise, and want to create something that will be truly great, not just please the teacher.

Read the rest of this entry »

From Argument to Action: Project Nonprofit

In Uncategorized on May 8, 2013 at 12:19 pm


One way in which I integrate technical documents into lessons on reading and writing, is through a project that asks my students to create a nonprofit organization in response to the material presented in the memoir They Poured Fire on Us From the Sky (co-authored by Alepho Deng, Benson Deng, & Benjamin Ajak) and The Latehomecomer (written by Kao Kalia Yang). Both memoirs depict historical and current global events.

Each student is allowed to choose their organization’s focus based upon their subjective reaction to the material; however, it must focus on providing some sort of aid, service, relief, supplies, etc. to the people and regions presented in the memoirs. I encourage them to settle on an idea that they could literally picture themselves doing.

Part 1: the plan

In the first part of the project, students dive head first into research as they put together an extensive plan that outlines the various steps involved in creating and maintaining a successful nonprofit organization. Steps I suggest need to be included in each students’ plan include:

  • The establishment of the organization.
  • The details involved in actualizing an organization of this nature, to include the finite details of cost, administration, and necessary cooperation with other people or entities.
  • Ways to acquire membership/volunteers and the assignment of duties.
  • Ways to promote their organization and increase exposure to the public to gain interest and attention.
  • Possible fundraising activities and/or benefits to raise money and/or collect supplies, etc.
  • Ways to advertise events, fundraisers, and products.
  • Methods of controlling and managing the collection of products.
  • The procurement of funds for initial establishment, needed supplies (administrative supplies and supplies intended for the aid effort), and shipping, etc.
  • Potential venues that will enable them to raise public awareness (newspaper articles, local news broadcast, presentations at a local university or local book store—like the Blue Herron, etc.).

It is not a particular length that I require for this part of the project. I am looking at the extent of factual detail and realistic anticipation of necessary steps they’ve included, based off of their researched understanding of the process. This assignment requires students to enter a world most know next to nothing about. Students become very comfortable and proficient at researching ideas and topics, which sets them up to more effectively select appropriate sources for the next half of the project.

Part 2: the technical document

The second part of the project asks students to select and write one or two elements within their plan. The following list showcases just a few of the ideas students can consider when deciding what to do for this section of their project:

  • An article written to their local paper to inform the public, persuade them that something needs to be done, and effectively convince them to participate in their organizations goals.
  • The advertisement of a fundraiser they have planned to help raise awareness and money for their organization’s cause.
  • A grant proposal.
  • A letter to President Obama (or any politician) requesting that the United States focus on a certain aspect of aid or action.
  • A letter to a company trying to persuade them to:
    1. donate a product to the organization
    2. sell a product to the organization at cost or at a low cost
    3. partner with the student and the student’s organization
  • A speech—with PowerPoint—that the student would deliver to the UN, a high school, their college, etc.
  • A speech the student would deliver at a rally they have organized in support of their organization’s cause/effort.
  • The organization’s website.

Students study the art of logical persuasion while considering format and design. Though I have set the parameters of this project, it is their personal passions that drive them to create the most incredibly well thought out, researched, and well written projects. I firmly believe that taking the concepts of research and analysis out of the ethereal and into the real world for students, cements these practices and skills in their minds.

“This I Believe…” An assignment that combines textual writing with audio recording

In Uncategorized on May 2, 2013 at 3:01 pm

ASSIGNMENT: This I Believe…

My students’ final paper assignment asks them to consider what it is that they believe after our semester-long journey together.


They were exposed to documentaries, including I Am, Facing Sudan, and Hunted Like Animals. They had to read memoirs that depicted a wide variety of experiences, from love and heart-break, to the contemplation of Heaven and Hell, to suffocating and unbearable suffering.

Their life melted into local experiences and distant cultures. They found themselves living in small-town Wisconsin, flying over the Laotian mountains, and being dragged through the dry coarse sand of the unforgiving Ajakageer dessert. They froze at night with Craig; ached to the core of their being for love and protection with Benson, Alepho, and Benjamin; and, drowned with Yang’s family in the Mekong River.

I pushed them to write and then to write better. They read, created, researched, and learned. I presented lessons on logic and argument while they considered how they are persuaded and how they should attempt to persuade others. And, I challenged them to reconsider their theories and their ideals—the biases that came with them when they first entered the classroom on the first day of the semester.

When the semester is wrapping up and they prepare to leave this chapter in their life behind, they do not walk away the same as they walked in: the experiences and personal challenges presented in this course will forever have had an impact on them.

SO, then I ASK: Who are you? What is it that you believe?

With this assignment, I ask my students to finish the prompt: “This I believe…” with a personal and very inward response based on their experience with the contents presented in this course. This assignment is amended from the international organization, aptly named: This I Believe.


As their final paper/project, they are asked to write, record, and upload an audio version of a statement of their personal belief based off of this English 111 class. After submitting the text version of their statement, they then upload the audio version to a discussion board on D2L. I will then upload each audio recording to this blog as well as to the discussion board: Corey Dressel – This I Believe…

I warn them that they may find this assignment to be extremely challenging as it requires them to search deep within themselves. However, in this personal intimacy, they will find the content that will mark their pages in a way that no one else could do on their behalf.


Click on the link below to view the full version of the assignment sheet.

This I Believe… assignment sheet

Theodore Roosev…

In Uncategorized on March 24, 2013 at 3:34 pm

Theodore Roosevelt – Man in the Arena quote:
“It is not the critic who counts: not the man who points out how the strong man stumbles or where the doer of deeds could have done better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly, who errs and comes up short again and again, because there is no effort without error or shortcoming, but who knows the great enthusiasms, the great devotions, who spends himself for a worthy cause; who, at the best, knows, in the end, the triumph of high achievement, and who, at the worst, if he fails, at least he fails while daring greatly, so that his place shall never be with those cold and timid souls who knew neither victory nor defeat.”

“Citizenship in a Republic,”
Speech at the Sorbonne, Paris, April 23, 1910

Get Storied: Change Your Story. Change Your World.

In Uncategorized on March 21, 2013 at 2:16 am


Who They Are…

Get Storied is an advisory, training, and media company devoted to transformational storytelling.

Based in NYC, we serve CEOs and CMOs with a big and important story to tell. We work with a wide range of leading Fortune 500s, mid-cap companies, and visionary nonprofits. Our portfolio of clients include Ariba, Audubon, Bloomberg, California State Library, PwC, Robert Wood Johnson Foundation, SustainAbility, and Zappos to name a few.

When the context changes, you have to change your story to match the context. That’s why so many organizations are in the midst of reinvention and adaptation. You want to be on the leading edge of the shifts that are redefining your sector and humanizing your business. You need to change how the world sees you. Consider our proven yet counter-intuitive approach.

As storytelling architects, we help clients accelerate their efforts around marketing, innovation, and culture creation. As a global learning company, we have taught thousands how to deepen their narrative intelligence. We lead dozens of workshops every year and publish an extensive stream of online content and resources. Whether you’re dealing with issues of perception, relevance, or idea adoption, your story determines your future.

The Get Storied team includes a diversity of perspectives. Anthropologist, entrepreneur, innovation designer, cross-platform storyteller, and congregational minister are just some of our storied paths. In addition to our core team, we collaborate with an expansive network of partners that represent our creative community. Based in NYC, we have the ability to match the right world-class talent with the right world-changing project. When you work with us, we open new worlds to you.

My Latest Idea…

In Uncategorized on March 19, 2013 at 4:44 am

In an effort to use technology in the classroom, I have created a “story” on Storify and linked this to Twitter. My English 111 class will now hold discussions using one of the most popular forms of social media as a means of linking up and continuing our conversation outside of the classroom and on a platform most students are comfortable using. For those students that are not as comfortable using this form of technical communication, this exercise will be a great opportunity to help them become more familiar with a way of communicating electronically that very well may be an integral aspect of their future workplace communications process.

Corey’s field of green

In Uncategorized on March 16, 2013 at 9:29 pm

Corey's field of green

My art doesn’t get any better than this, folks…

“The best thing…

In Uncategorized on March 16, 2013 at 9:26 pm

“The best thing for being sad,” replied Merlin … “is to learn something. That’s the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.”
— Terence Hanbury White