The target students wrote narratives with the prompts provided by the teacher. They planned their stories, drafted the stories, edited and proofread their work, then shared it with assigned peers and the teacher to give and receive feedback and feedforward.
The students wrote their narratives with the audience and purpose in mind.
Students used the rubrics in child speak to provide the feedback. They then, responded to the feedback provided by their peers and me.
During this process the students mentioned to me that they could see the difference between how they first wrote their stories and how while responding to the feedback, they noticed that the stories sounded better than when they first wrote the story. I think the process we are following right now, mentioned above is working and the students are crafting their sentences deliberately and writing better stories.
This is exciting already.
Showing posts with label Peer feedback. Show all posts
Showing posts with label Peer feedback. Show all posts
Friday, 11 May 2018
Tuesday, 8 May 2018
Peer Feedback
The students used the rubrics in child speak and the resource "Crafting Sentences" to provide feedback and feedforward to their peers.
As a group, we read one students' piece of writing (with permission) and co-constructed a positive, thoughtful and specific feedback. The feedback was specific to our learning intention of "Crafting Sentences to improve our writing".
The students got an idea of how to provide constructive feedback and feedforward.
It was heartening to see that students chose who they would provide feedback to and receive feedback from. Every student had two other peers who were giving feedback to them.
It took a few days for each student in the group to read two other peers' writing and provide feedback.
Once feedback was received, students had to sit with the peers who gave them feedback and accept or challenge the feedback in a positive way. It was good to hear some students challenging the feedback and the peers who gave feedback justifying their feedback with reference to the written piece.
This was a time consuming process but did have a positive impact on students who learnt to give and receive constructive feedback.
The students then responded to feedback and worked on improving their writing. A positive experience for all.
I am happy we did this because it was powerful for students to give and receive feedback. The students told me that it enabled them to learn from each other.
As a group, we read one students' piece of writing (with permission) and co-constructed a positive, thoughtful and specific feedback. The feedback was specific to our learning intention of "Crafting Sentences to improve our writing".
The students got an idea of how to provide constructive feedback and feedforward.
It was heartening to see that students chose who they would provide feedback to and receive feedback from. Every student had two other peers who were giving feedback to them.
It took a few days for each student in the group to read two other peers' writing and provide feedback.
Once feedback was received, students had to sit with the peers who gave them feedback and accept or challenge the feedback in a positive way. It was good to hear some students challenging the feedback and the peers who gave feedback justifying their feedback with reference to the written piece.
This was a time consuming process but did have a positive impact on students who learnt to give and receive constructive feedback.
The students then responded to feedback and worked on improving their writing. A positive experience for all.
I am happy we did this because it was powerful for students to give and receive feedback. The students told me that it enabled them to learn from each other.
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