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The idea of not knowing what will or won't work until you start writing. Writing as a collaborative project. Trial and error, revision.

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In this exercise I learned to keep an eye out for group dynamics and look for the different levels of engagement with the conversation/project. Not everyone is always a dominant voice in the conversation, but that doesn't mean they are not actively engaging.

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People like to work to their own strengths, sometimes reconceptualizing a problem to make it workable within those strengths. This makes possible a lot of valuable contributions, but it's also worth encouraging students to think beyond these.

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Get students to engage without time to plan so they get past their quality filters.

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In class work is not so much about the end product, but the process.

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In class work is not so much about the end product, but the process.

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Encourage students to challenge the rules

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Encourage students to challenge the rules

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Students shouldn't be striving to write the "perfect paper" during the first draft. Emphasis is on the process. Writing is all about trial and error. Students should feel comfortable experimenting with different writing styles/methods to find their own voice.

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The boat exercise was important to explore because it demonstrated how multimodal the processes behind creative- and technical- production can be. Students will have to think and build at the same time, and no one of them will approach the same prompt with the same baseline "habits of mind"

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The "boat challenge" helped me understand how a student might deal with the anxiety and thought process going into an unfamiliar situation.

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It helped me understand the impossibility of leading students to a correct answer, an answer that ends that Burkean conversation.

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Even if your boat doesn't float 'the best,' you still made a boat that floats--students can contribute even without expertise or being 'the best'

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Even if your boat doesn't float 'the best,' you still made a boat that floats--students can contribute even without expertise or being 'the best'

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Important work/thinking/doing doesn't have to feel like "work"... 

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Important work/thinking/doing doesn't have to feel like "work"... 

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Just as with the boat challenge, the writing classroom is filled with individuals who are uncertain of what they are being asked to do, come in with a "history" with composition and skepticism about working with others (particularly when a grade is involved).  The first goal needs to be to create the trust environment in which they feel safe to try something, make a mistake, and try again.

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What might the "boat challenge" help us understand about teaching writing classes?

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I would start in pairs to first design the boat, and then combine two teams to see if they could improve upon the two boats to hold more pennies. This pair to group work could function as a metaphor for the benefits of revision.

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I would start in pairs to first design the boat, and then combine two teams to see if they could improve upon the two boats to hold more pennies. This pair to group work could function as a metaphor for the benefits of revision.