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I think we built a community of social studies writers over the past 2 classes by first thinking about our shared experiences with writing and acknowledging how we can become better writers ourselves by teaching writing to our students.

Pausing can help students to workshop how they can improve their own writing and showcase students work to peers for ideas

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Community of Social Studies Writers UNITE! 

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Community of Social Studies Writers UNITE! 

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Over the past two classes, we were vulnerable with each other. Sharing our writing can be personal and leaves people open to criticism. In the future, I am wondering how I can teach students at lower levels utilizing the same methods?

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Comfort, Individual needs, Community, Reflection

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Comfort, Individual needs, Community, Reflection

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We tried to make a safe space. We created spaces that allowed for comfortable, focused writing. We collaborated as a community and we reflected on our process
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I think naming how hard it is to share writing was really useful! I also appreciated the experience of realizing that the prompt/way of starting to write/feedback we had been giving was bad, even if unpleasant at first.

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i really loved how we ended looking at the multiple ways of engagement with writing. it is making me see that

1) there are ways to engage all kinds of learners in the classroom. writing does not have to be clacking away silently at your keyboard (though those moments are not bad)

2) I have been doing writing with my students in more ways than I had considered

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1. We created a supportive community where we all felt like writers and curators of knowledge.
2. It can help students reflect as they write and to understand that writing is an ongoing process that really never ends (even after something is turned in) so it helps to take space while writing to pause and see what you have done, where you want to go, and how you can get there.

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Pausing can be an incredibly useful tool, especially with younger grades, to help make the process feel more "bite-sized." AKA it can slow down and chunk out the process of writing in a way that can lessen the overwhelm that can come from a blank sheet of paper, and can "stamp" important ideas or skills already covered that can aid in their writing

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1. acknowledged that writing is a process and that we all have writing identities. This can help alleviate stress and anxieties that the students have about "not being good enough" at writing

2. pausing can help inform future decisions on how to teach writing (changing rubric, spending a day on sourcing, etc.)

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we built a community of writers by thinking about writing metacognitively through reflections on past and current experiences

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Over the last two sessions, I have really enjoyed seeing the different ways to link discussion to writing. Especially through learning about Dialogic Assessment. I am keen to push my students to further think that way out loud with their peers and themselves.

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I think bringing up genuine questions we had about the writing process and teaching writing allowed us to open up and use this space as a problem-solving one where we were all invested in building better practice

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We created a space of supportive feedback and discovery. But this came from knowing our colleagues through the past two semesters so this relationship and confidence-building takes time.