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Make sure they know what you expect. Work with them through an exemplar. What do you want it to look like? Ask them what they think it should look like.

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This looks interesting. I believe it is a good idea to prep the students prior to them putting on the "Editors' hat."

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Have students make a video about how to do a Peer Review

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Have students make a video about how to do a Peer Review

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I found all sorts of "how to do a peer review" videos made by children. These would be great for your students to watch - but I also thought to incorporate technology - have your students make a video themselves with your iPads!  This would be a great way to start talking about what is appropriate and not appropriate for comments. Here is an example of a video:

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Student's should know what to write and then what to look for:

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You could guide your students to brainstorm and make a peer editing checklist - that you would turn into a Google Form. Then they would use this form to review another student's work. it would be sent to you. Then you could share the completed form with the student that was getting reviewed . (this would allow you to moderate what the reviewer wrote)  Here is an example of a checklist:

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Lesson on Peer-Editing from Read-Write-Think

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Lesson on Peer-Editing from Read-Write-Think

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Peer Edit With Perfection: Effective Strategies

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Do students' eyes glaze over when they try to edit their own writing? Give them a fresh perspective with peer editing. Students are introduced to a three-step strategy for peer editing, providing (1) compliments, (2) suggestions, and (3) corrections in response to a sample of student writing.

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Allow students to share with a small group of peers.  These could be groups you have put together or groups of their choosing.  Once they share the first draft of their writing piece, they can then make comments on one another's work and even highlight the portion to which they are referencing.

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Reading Leah's post about Be the Editor - I was thinking it would be really fun for the 4th graders if there was an actual physical hat that they could put on to be the "editor" .  Or maybe some big black glasses.  something physical that they would change into a character to do the peer review..

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Another idea is to have the students make a Google Form that they would share with all the other students in the class. This form would have what they are looking for in feedback, such as "do you like my title, or do you have a suggestion?" "Do you understand what I meant by ...?" This could be for the writers who struggle a bit with ideas, or opinions.

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Using highlighters, students could either highlight a Google Doc or a physical document - in the rainbow checklist style. Providing the fun rainbow highlighters for students to use might make it more fun for them since it's like coloring.

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You could create a spreasheet that only you would use. You would have the student names in one column for reference then a student ID in the second. Each student would be told their student ID and told not to share who they are. They would be given work to give feedback on and would only put their studentID so they can get credit and be trackable for grading. This may open up more pathways of peer feedback.

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https://teammatesv4.appspot.com/

https://www.youtube.com/embed/mDtfmNmRwBM?autoplay=1&rel=0

Integrates with Email, has dynamic feedback features, and can make comments visible/invisible depending on your preference. This would be a great way to bring in 21st Century Learning as one of the elements from this week's content.

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I have found having a defined rubric with what is expected for an outcome to help set the stage in assignments that are larger in scope.   You could showcase the same piece writing and have 3 models.  One that is the best, one that is ok, and one that is not good.  I like how this could work with Karin's idea of a Peer Editing Checklist. This way the students can be guided and will decrease the severity of students being overwhelmed when they are grappling with this task.

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https://www.edutopia.org/discussion/power-peer-feedback

Great strategies for peer review. The questions posed here will also allow you to reflect after the lesson plan in where you can hone the direction to increase effectiveness.

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If students as a whole are bogged down in the process of peer feedback then doing exercise would increase brain activity as shown in this article: https://issuu.com/rajashree/docs/edutopia-6-tips-brain-based-learning-guide/6

In this article it also highlights a TEDx video on getting a class pumped up and how physical exercise before class is key.  http://www.learningreadinesspe.com/

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A great article on peer editing - 5 ways to foster effective peer editing.

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When I teach writing in my classroom, I teach it as a process. Every part of the writing process, from the initial brainstorming to peer editing, is equally important and integrally essential to the final draft.

All too often, students flounder when it comes to peer editing essays. Not only is it confusing for students, but they often lack the direction and skills that they need to successfully peer edit a paper. Simply designating a day for either peer editing and giving each student a red pen and free range to check his or her best friend's paper is not enough.

When it comes to peer editing, students need direction and focus. Here are FIVE ways to make peer editing successful in your class.

Peer editing with mentor sentences is a great way to not only teach students how to write correct and effective thesis statements and topic sentences, but it also guides students in the because they are looking for and correcting or complementing specific aspects of the essay. I like to do this peer editing activity when my students are still outlining their papers. This activity takes about 15 minutes to complete from start to finish, can easily be completed at the end of the class period, and provides students with critical feedback early in the writing process.

To peer edit with mentor sentences, simply write or project a sample thesis statement and topic sentence (one, or one for each body paragraph) on the board. Then have students trade papers and instruct them to peer edit only the thesis statement and topic sentences. Students should use the mentor sentences as a guide to make sure that the thesis statement and topic sentences are accurate and complete. The thesis statement should include information about the topic of the essay, a strong verb, and the supporting reasons. Similarly, the topic sentences should include a topic, strong verb, and a clause.

When using this method of peer editing, it helps to color code the mentor sentences. Doing this provides extra support for struggling writers, and it especially helps them understand and identify each part of the thesis or topic sentence.

Students are never too old to work with crayons. I love using crayons in my classroom or essay writing and peer editing. You can read this post about how to score free crayons for your classroom.

When peer editing with colors, I like to designate colors for certain parts of the essay. Then, I have my peer editors underline each part of the essay with a certain color. For example, they will underline the thesis statement in red, topic sentence in orange, examples in blue, and commentary in green. From there, they will then look specifically at each part of the essay as designated by its color.

Ever since I started using my Peer Editing Stations and Rotations resource with my high school students, peer editing has become much simpler and more focused. To begin with, I introduce the concept of peer editing to all of my students with a that teaches about the process and why it is important. Then I explain that we will be going through a series of four rotations and that they will be sharing their paper with four different people. PowerPoint

Once I explain the process, we begin the rotation. As students work their way through each rotation, I keep a to-do checklist on the board for my students to follow. Each rotation asks students to peer edit something different in the essay. By doing this, students are very focused and they are editing with a purpose.

The last rotation is a suggesting and complimenting rotation where students must provide thoughtful and helpful suggestions and compliments for the paper. This is especially helpful because it forces the peer reviewer to read with a critical eye, which then strengthens their own writing capabilities. You can purchase this resource HERE .

If you are fortunate enough to have access to technology or be in a 1:1 digital classroom, you can take peer editing to whole new level in Google Docs. When I use Google with my students for peer reviewing, I instruct each student to change the editing setting from "editing" to "suggesting." That way the peer reviewer can type directly in the document without changing the original content.

One of the benefits of peer editing digitally is that students can plug the essay into grammar checking websites like grammarly.com or polishmywriting.com to help them provide meaningful suggestions when it comes to grammar, spelling, and style.

One of the best and most tried and true ways to help students complete peer editing is by providing them with some sort of checklist, form, or even a rubric. I use my Peer Editing Made Easy forms in my classroom when we don't have time to run through the rotations. These forms are detailed and provide students with specific information to look for. Plus, there is a peer editing form for all of your writing needs.

When peer editing this way, it is also helpful to provide the peer editors with a copy of the rubric you will use to grade the essays. By doing so, the reviewer is looking specifically at different elements within an essay with a critical eye.

As with any portion of the writing process, I always assign points and a grade for peer editing. Usually these points are merely participation points, but by doing so, I show the students that I value peer editing as part of the writing process.

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When I teach writing in my classroom, I teach it as a process. Every part of the writing process, from the initial brainstorming to peer editing, is equally important and integrally essential to the final draft. All too often, students flounder when it comes to peer editing essays.

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Students can use these wheels to help with sentence starters on offering feedback.

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These student feedback resources can be used across the curriculum with any writing or project based assignment. Students can use the sentence starters to offer objective and honest feedback for their peers. These also make an impressive bulletin board when attached to the piece that is being reviewed!

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Here is a peer anchor chart that could be hung in the room as a reference for students.

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Mrs. Beers wrote a great article on how she uses peer editing/feedback in her classroom.

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This week we tackled everything from the inspirational Ruby Bridges to root words to Greek allusions. It was a week filled with awesome learning that my students absorbed and couldn't seem to get enough of. While it might seem like a big jumble of disconnected concepts and standards, I promise it was thoughtful and meaningful. I think...

My favorite part of the week was Thursday, the day our February book projects were due. I decided to change things up a bit with how students "shared" their projects. Typically half of the students stand at their desk, and I walk around and listen to each of them share about the book they read while the other half walks around and asks questions and listens. It is fun to listen to my students, but it is rushed and good behavior typically demonstrated by my fourth graders, can go by the wayside. So I opted for a different strategy, PEER FEEDBACK!

Before my students set up their lap books and Google Slides presentations, I explained that our project sharing would be different because "brilliance had come to me during spinning class!" Usually it is on a run or in the shower...

After our class meeting, I made a quick anchor chart with student brainstorming. We discussed, "What is a compliment?" Enthusiastically, my students came up with the characteristics of compliments with little to no prompting. Here is the anchor chart we created...

Next, we talked about how it feels to get an authentic compliment and examples of compliments that WOULD and WOULD NOT be thoughtful and meaningful.

The only prep work I had to do was create and copy a class spread sheet with student names with a column for compliments. It doesn't get much easier...

Finally, students grabbed a clipboard, their class list, and got down to work. I have never seen my students take a job more seriously. They read, reflected, and complimented.

At the end of our presentations, I collected the compliment lists from my students to check their thoughtful remarks. I am so impressed by the authentic praise my students gave to one another.

Tomorrow, each student will be given an envelope with their name on it. When students are finished with their spelling pre-test, they will cut up their compliment lists and distribute their compliments to their peers. Each student will walk away from our book project work with 24-peer compliments.

This was a last minute idea that I will use again and again because it was so effective for my students. Book projects and future presentations will be far more focused and reflective by incorporating this peer feedback strategy.

Happy Teaching!

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This week we tackled everything from the inspirational Ruby Bridges to root words to Greek allusions. It was a week filled with awesome learning that my students absorbed and couldn't seem to get enough of. While it might seem like a big jumble of disconnected concepts and standards, I promise it was thoughtful and meaningful.

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5 ideas for implementing peer feedback - great article with great suggestions.  I really like the bulletin board idea.  It is a great visual for students.

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5 ideas for implementing peer feedback - great article with great suggestions.  I really like the bulletin board idea.  It is a great visual for students.

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Maybe start by showing how you might go through the process of providing feedback with an imaginary student, then have students practice commenting on the same text.

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It might be helpful in the beginning to give students templates for what to add in the feedback process such as "My favorite part was:" Later on they can do this more naturally without prompt.

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Since your class is 1:1, maybe students could provide peer feedback in a more personal way that won't necessarily take up class time.

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Explain Everything | Interactive Whiteboard for Teaching

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Interactive whiteboard for teaching. Record video tutorials, create interactive presentations. Join 24+ million users of Explain Everything.

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One way to build a community of writers is the reporting out phase and highlighting the writing everyone has been doing. This link has some solid advice on this area I always have trouble on.

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Faculty Focus | Higher Ed Teaching & Learning

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Have you seen the following scenario take place? Students are engaged in some form of group work in class; think/pair/share, working through an assignment, or simply brainstorming ideas in small groups. The students may start out slowly, but soon they are actively engaged, everyone is sharing their ideas and the class is filled with energy.

Then, it's time for "reporting out" the learning. Very quickly the energy is sucked from the room. Students don't pay attention because they are busy thinking of what they will say, there is a lot of repetition, and some students simply tune out.

After observing this in several classes, including my own, I've come to realize that as instructors, we often do not give much thought to the debriefing aspect of such activities. Yet this is where important aspects of the activity occur: students compare findings, learn additional insights, and recognize patterns in the concepts at hand. If we keep in mind the importance of reflection in actually learning from our experiences (Dewey, 1938), we recognize that the debriefing time of an active-learning group activity is where the class as a whole has a chance to reflect on their collective ideas and make meaning from the experience.

Here are a few suggestions about how to make debriefing time less about individual reports, and more about deepening the learning and making meaning from the activity.

Think through those two or three things you would really like students to get out of the activity and thus what is best suited for reporting out. It's probably not the best use of class time for each group to summarize what they did or share the same repetitive information. Rather, if your rationale for reporting out is to show patterns, ask each group to identify similarities as they emerge. If your rationale is to show variation and differences among the groups, ask them to focus on their unique insights or creative takeaways. If each group produces the same outcome in the activity, perhaps you only want to see what new, unanswered questions have emerged.

Make sure students know the goals of the activity and what they are expected to share. If they have a clear understanding of the overall intent of the activity, they may contribute something you hadn't even expected!

Don't let the groups report out in a predictable order. As long as you've created a safe classroom environment, you can randomly choose groups to speak, and circle back with previous groups, to keep them engaged in the discussion.

If the activity has multiple parts, discuss one aspect at a time. For example, "Let's see what all the groups thought about the first question before we move on to the next one."

Rather than asking each group to report in full, after the first group or two has a turn, ask the next groups to share only new ideas. Or have them compare and contrast their responses with those from previous groups.

To really get the reflection going, don't have them report out at all. Perhaps as a group they fill out a concept map or matrix to turn in to you, and then the follow-up discussion revolves around larger issues or application of the concepts. What insights did they gain from trying to create the concept map as a group? What disagreement occurred within their group? How would they apply their takeaways to a new scenario?

To deepen the learning even further, consider debriefing the process itself. Did they gain new insights by discussing this topic with others? Do they see the issue or concept differently now?

By viewing the reporting out aspect of a group activity as a distinct, yet vitally important, reflective component, we recognize it requires some thought and planning to fully maximize its benefits.

Resources:
John Dewey, Experience in Education (New York: Touchstone, 1938).
Bridget Arend is the director of university teaching at the University of Denver's Office of Teaching and Learning. http://otl.du.edu

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Making the Most of 'Reporting Out' after Group Work

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Have you seen the following scenario take place? Students are engaged in some form of group work in class; think/pair/share, working through an assignment, or simply brainstorming ideas in small groups. The students may start out slowly, but soon they are actively engaged, everyone is sharing their ideas and the class is filled with energy.

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Recent discovery. Obsessed. It is a free website. Create a teacher account and set up student accounts. Students can subscribe, view and comment on eachothers work. Students can write short stories, chapter books, and poems. Students could use the comment feature to peer review.

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Padlet Is a great way for students to connect to eachother. They could post a link to their document and students could provide feedback via padlet comments and suggestions just like we are doing on here!

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How big are your classes? I'm imagining small groups of 6 ish. One person reading their writing piece outloud to the group. The group taking notes as they listen and providing feedback at the end of the piece, and rotating to the next person to share. This is something that I had to do in an AP Art class rather it was just holding up a piece of art and listening to everyone critique it! Tough, but gives you thick skin and really helps with the process..

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I saw something recently online about peers practicing giving feedback from a different point of view. There is a group of 4. 1 person is the person being critiqued and the other 3 are giving feedback. There are 3 different colored hats. A green hat for reading the piece from the perspective of "how can we make this better, is there another way of saying/doing this?" The red hat airs on caution, "What are the weaknesses and where are they?" The yellow hat looks at the piece asking, "what can we do to make this better?" You could get actual party hats and have some fun with this!

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This is a free online tool that allows students to submit work, and receive anonomous feedback from classmates.

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I saw this online one time...
Have students work together on a piece up to a certain point in the story.  Then have each student write their own ending.  This idea reminds me of the movie Clue from the 80s where there were different endings.  Different theaters had different endings & you didn't know which one you'd get.

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When reading each other’s work and giving feedback, students need to comment on thing they liked, one thing they wished that person had done differently, and one thing they wondered about.

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I used KidBlog last year & students were able to respond to others. I had control over blogs published and comments published.  Last year it was  $39/year.  This It looks like it's $54/year.  YIKES.

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Have students post their writing in a "note" and enable students comments.  I'm not sure exactly how this would work if you already use Seesaw & have parents connected to the students' accounts because parents would see the writing.
Anyone other Seesaw users that know of a way with it?

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What about a Wiki? I don't think I've ever created a Wiki, but I've contributed on them in several of my classes through Lesley. More than one person was able to add content to the Wiki. Students could add their thoughts and comments to the Wiki.

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Have the students focus on one concept or aspect of writing when working with a partner or a small group.  For example, instruct students to focus only on capitals and ending punctuation when they are reading their classmates' writing.  The student "reviewing" the writing won't be overwhelmed by needing to reflect on content, conventions, etc.  Also, the writer isn't overloaded with constructive feedback when they receive their writing back.  I think this might help build trust too.