I had a great a-ha moment last night. I had just finished an awesome session on extended writing in the content area classroom where students creatively engaged in writing RAFTs including some great political speeches from the likes of Bob Dole & Vladimir Lenin; some great coaching dialogues around tennis & solving one-variable algebraic equations and some rousing speeches about the problem of climate change. I was on a teacher high, patting myself on the back for such authentic modeling of extended writing opportunities and the writing process when a student approached me after class to ask why we didn’t engage in the writing process at the post-secondary level. Since we had just engaged in a mini-writing group around our RAFTs and since students in my curriculum & instruction course have been actively engaged in an ongoing version of the writing process all semester, I asked him what he meant. He noted that while we gave each other feedback on ideas on the discussion boards, we didn’t engage in the full drafting, feedback and REVISION parts of the writing process in an authentic way with our lesson plans for this course. And he was completely right. Although I had incorporated this aspect of the writing process in my curriculum & instruction class, it was missing from my content area literacy class where students would benefit just as much from the thoughtful feedback of their peers. In continuing to talk with my student and lamenting my oversight, he wisely reminded me that it wasn’t too late and that this allowed for the opportunity to model reflective, flexible practice. So, we’re adapting our final lesson plan to incorporate the option for revision and resubmission after peer & instructor feedback. And I am left feeling even more inspired by the teaching, learning, feedback and growth that I get to take part in and facilitate whether it is that of my students or my own.