- How can I use loop writing for different activities? How can I incorporate writing to think into more of the “everyday” classroom writing?
- How would writing into the day, every day, affect my classroom? How would it affect our community?
- How can I better incorporate cross-discipline learning to help my students with reading and writing in classes outside of English?
- What are other ways I can deconstruct the “classic” way of teaching something and transform it into something new? (Evidence usage through perspective writing in the Visual Thinking TIW, claim building through the “they say-I say-and so” model)
- When is the most appropriate time to use the Author’s Chair?
- How can I work with students on writing for change (writing to govt. officials, etc.) without it feeling like a “the teacher made me” assignment? How can I make any writing not feel like a “the teacher made me” assignment?
- Does it always have to be a paper? Must we always ask students to prove that they have learned the writing skills we are looking for in a standardized paper? Can we ask students to show their learning in a more creative or student directed way?
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ECLInstitute - HVWP 2019-2020 
Most appropriate time to use authors chair – Maybe first using it with a fun or silly prompt that students are willing to share out, and gradually offering the author’s chair for more and more serious work. Also, my third graders had an authors chair, which we called, “the throne of reading” and we stacked up pillows on the one chair they sat on, and provided another chair as a foot rest. It definitely added a silly element, but because everyone found it funny, more students were willing and excited to read their writing. Super cute, fun and kids loved it!
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Wow! GREAT questions. I can see you’ve really been thinking to identify key strategies and writing practices which might apply to your personal practice in a meaningful way.
I’m not sure if I’m ready to respond to ALL the questions, but a couple ideas are brimming on the surface for me. First of all, I use loop writing all the time whenever I want students to think deeply on a subject OR when I want them to consider multiple “sides/ perspectives” on a subject OR when I want to fool them into sustained writing (small loops feels manageable to a reluctant/ struggling writer yet add the loops together and there is a body of sustained writing). Sometimes I even use “loops” as a way to keep kids in the thinking mode before they talk. It heightens some suspense and makes them more excited to share ideas because I’m forcing them to remain quiet for so long and in the writing only.
As far as ways to connect across disciplines, writing to affect change, deconstructing traditional lecture-driven ELA rooms, etc. I’m eager for you to experience Julia’s Roundtable TIW tomorrow on using RAFT writing. The naming of audience and the choices afforded students is not only engaging, but can be used for a wide variety of purposes/content areas, etc. I’m excited to hear what you think.
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