In regard to revising the teaching to incorporate more critical literacy, I would want to add in the use of critical projects as well as incorporating multiple texts. The use of creating critical projects as well as providing students with multiple text resources, can deeper their understanding of critical literacy. In both videos, there were very good ideas presented on how we can help students write and ways to teach writing but there was some absence of creativity and use of critical literacy. With my first point, I think both videos could have improved the teaching at their schools if they included critical projects. This can be explained as, “Though teachers can alter lessons to teach critical literacy, they can also use projects to promote and assess critical literacy” (Paul, 2016, p. 4). To begin, in “Differentiating Instruction Through Writer’s Workshop”, a writing workshop seemed to be a very repetitive concept as Krista Richardson discussed. It is very routine with practicing it three times a week with mini-lessons provided before. Students follow a continuous cycle of writing, revising, collaborating, conferencing, and sharing. This process then repeats and I feel there is a lack of use of critical projects. I think they could turn some of their writing workshops into critical projects. Through the practice of inquiry, students could create multimodal products with research, the use of multiple perspectives, and ways to display their learning. I think this could also help them get out of the repetitive tedious cycle of constantly doing the same form of writer’s workshop by providing them a choice as well as a way to critically analyze a topic they feel passionate about. I like how the article mentioned how a critical project could be creating a skit. I think you could incorporate a writer’s workshop into molding a script that students write and turning it into a performance they can share with their peers. It is almost like applied practice where students are getting the opportunity to display their writing in a nontraditional way while also thinking about it through a critical lens. Next, in the video, “Write in the Middle- A Workshop for Teachers”, I think the teaching could be improved by incorporating more multiple texts into writing. Through the different workshops with teaching poetry, persuasive writing, and multigenre writing, I felt there was a strong need to provide students with not only multiple supplemental texts but multimodal ones as well. The benefits of this can be expressed as, “Including multiple texts can be very important in allowing students to explore differing perspectives of multiple authors as well as see the non-neutrality of texts through comparison” (Paul, 2016, p.3). I think with introducing different kinds of writing as shown in this video, it is important to provide students with multiple forms of examples through digital or physical writing on what a new writing style can look like. In this, it can teach students to analyze at a more critical level comparing and making connections between the different texts. Just showing students one example or trying to explain a concept is not enough for students to fully engage critically. I think this video did provide opportunities for students to engage in thinking from multiple perspectives, but I think adding more supplemental resources could elevate the level of thinking in those classrooms. By providing students with more opportunities to apply their thinking through inquiry projects or with the use of providing multiple and supplemental texts, it can help students show their critical literacy skills at an extraordinary level.