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#1 Educators’ perspectives on supporting student agency.pdf

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#2Benefits of Peer Review on Students’ Writing.pdf

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What is Student Agency and Why It Is Needed

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What is Student Agency and Why It Is Needed

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Editing: Students’

Perceptions of

Peer-Editing Assignments

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PROJECT-BASED LEARNING IN TEACHING WRITING: STUDENTS' OPINIONS

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PROJECT-BASED LEARNING IN TEACHING WRITING: STUDENTS' OPINIONS

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IMPLEMENTATION AND STUDENTS’ OPINION

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Peer Review and Response: Supporting Writing Skills

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Peer Review and Response: Supporting Writing Skills

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Improved Writing Skills in Environmental

Chemistry

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Student Perceptions on Collaborative Writing 

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Student Perceptions on Collaborative Writing 

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Project-based Course

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Learning: Impact on High- and Low-Achieving Students

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Teaching Management Skills: The Role of Problem-Based Learning 

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Teaching Management Skills: The Role of Problem-Based Learning 

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Copy of Copy of Copy of Copy of Discussion Stems.docx

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Copy of Copy of Copy of Peer Review Format-OAQS

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This tool is really helpful for me in my classroom. It can be chunked up and adjusted for standards based on need, and with modeling and sentence stems, it's a really great way to guide students towards meaningful feedback.

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1. QSSSA (also supports multi-language learners): https://drive.google.com/file/d/1JNl805Tj3hr9dQZQ2QqP2wkiyd5p7u0o/view?usp=sharing

2. Take a Line for a Walk: https://elabraveandtrue.com/2020/03/10/try-this-low-stakes-writing-activity-called-take-a-line-for-a-walk/

3. Think-Ink-Pair-Share: https://ctlonline.org/think-ink-pair-share/

4. $2 Summaries: With each word worth 10 cents, write a $2 summary of the learning from the lesson (then share)

5. Silent Conversations: https://docs.google.com/document/d/1ZxNPLRGo0lCr-mVN4QV3e8FYjPb4Vfsp/copy

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As a relatively new teacher I'm still figuring out what works best in my classroom to help my students with the writing process. Thanks to your research and article I plan on grouping students into peer review groups and having them do feedback for one another about their paper's strengths and weaknesses! I've learned about so many excellent ideas through our class discussion, so thank you for having this as your research topic! :)

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I am processing how to use peer-feedback and evaluations in various writing moments. For-example, formal writing pieces vs informal, completed pieces vs incomplete or focusing on a small chunk of writing. It sounds like there is a time and place for both. Questions I am considering: What do we do with feedback? What structures or worksheets can I use? What does the writer want from the editor?

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I really enjoyed the ideas presented in your presentation. It has me completely rethinking how students benefit from the peer review process. In the past, I assumed that peer editing was about cleaning up student work before I graded. Now, I can see that students are benefiting from seeing other students writing style/structure. I'm wondering how to design a feedback process that aligns with my new understanding.

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Framing the peer collaboration with "as a reader, what would make this piece _____(specific target)" helps them understand audience and understand what part of the task to talk about.

Targeted revisions assignments as a goal from the peer workshop helps motivate them and see their own progress. As a teacher, I learn most from what I see in those documents more than the final product. I have a chart where either I or they write the specific writing goal in the first column, they write in what they heard in the workshop and/or wanted to change in the next column, paste a snippet from their original in the next column, then their revised version in the last column.

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Observation of peers in learning to write  (1)

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Getting Out of the Way- Recommitting to Moffett's Student-Centered Learning (1)

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I like Dunlap's work on feedback, and am sharing in case it's helpful.