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One challenge students might encounter using this strategy in middle school PE is that they haven't paid attention to their peers while playing. Developmentally, middle school students are very focused on themselves, so they may not have the observational data to peer assess. That's something we practice throughout the year and they learn to do by working in teams and having meaning in their play by trying to win the tournament.

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Map It could be integrated in a block station-rotation style lesson as a station could be a mind Mapping station, or the mind Mapping could be the wrap-up or intro part of the listen to summarize understanding from the lesson, or to review from previous lessons.

Mind Mapping can be done individually, or in pairs or groups... it is scale able.

-See

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In a geography class for example, you could create a multimedia mode for students to show comprehension. Each student can take a country, and make a skit, commercial, brochure, report, etc on that country and present it to the other students. The other students can write down key facts and points, along with things they enjoyed/need work. That way they can easily learn off of each others mastery.

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Peer Feedback could be embedded into a station rotation model. Having students use Peer Feedback to evaluate their process on their IA, breaking each section of the IA into a station students could rotate and peer edit each others IA Rough Drafts, with a Teacher led station to proof each pairs work. Or if this was the beginning of the process the stations could be used to reinforce prior teaching of the different sections and aspects of the IA process.

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Some students might not take the checklist as seriously and just check things off. A way to help mitigate this issue is to be engaged as the teacher, ask the students how they reached this conclusion and to provide evidence within their peers work

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Students often use a peer feedback checklists when finalizing a 1st or 2nd draft of an essay response to our class novel. Students are paired up either at random or personal choice and given a checklist to review the same material required by the rubric. Technology is included by also requiring students to leave feedback directly on the student's electronic draft by directly relating what is on their checklist to where it is found IN the essay.

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I envision using Reciprocal Teaching with IB students. Students could engage with the strategy from start to finish. After students translate a text, they could find a relevant, accompanying resource to share with peers. Upon vetting the resources, the teacher could select several exempla for the class to use. In this way, you could essentially "flip" the student and teacher roles, allowing students to act as the predictors, questioners, clarifiers, and summarizers themselves.

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Peer to Peer

Downloaded the Doc...will be using this in IB.

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Using a specific rubric would be very helpful for students to stay focused and engaged with an appropriate guide for providing peer feedback.

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Using a specific rubric would be very helpful for students to stay focused and engaged with an appropriate guide for providing peer feedback.

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In an English class we could use the reciprocal teaching with multimedia to introduce characterization. Students would take notes and share within their group on the different types of characters archatypes they were able to identify within the movie or clip.

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We can use peer review in our TICE paragraph writing in class. We already have a rubric for these paragraphs, but making it specific to each assignment would allow students to review each other's rough drafts to answer their questions about what else to add or how to improve their paragraph before turning it in for a grade. It would help us as the teachers because fewer students might ask us the same questions because their peers would already have provided that feedback to them. It also allows the students to become familiar with the rubric so they know what we are looking for when we grade the paragraphs.

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Self-Assessment is very versatile! Having read through the article, I can see how it would be added to our newer blocks.

Self Assessment is typically done after activities, so it would be easy to integrate into Deep Dive lessons in particular.

After a larger assignment, jigsaw, or other research portion, students could be given a simplified rubric for the assignment and asked to analyze their own performance based on the requirements.

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Students may have trouble understanding what each of the roles (predicting/questioning/clarifying/ summarizing) represents. To help, teachers could complete a version with the class--describing the expectations for each role.

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Students might struggle with giving proper feedback. This sometimes needs to be taught.

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Students might have trouble investing in it--actually answering honestly. Grading it might make it worse, but not grading it might encourage them to blow it off.

Following up on it with them is probably the best way-make them accountable.

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I would have students lookup speeches and and share with the group the good and bad things they did while presenting. Then they can take what they learn and use if there presentation.