Writing Teacher Development Workshop: Intro to Peer Review

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Writing Teacher Development Workshop: Intro to Peer Review

 
Participants: Teachers of writing; junior high school, high school, college,graduate levels
 
Rationale: Tointroduce teachers to 2 different peer review practices in the writingclassroom:
  1. Using a rubric
  2. Holistic reader response
 
Outcome:  Teacherswill complete the activity with an awareness of classroom peer review practices, havingparticipated in such practices themselves, having worked with a rubric, andhaving critically evaluated the applications of such practices for their ownclassrooms.
 
Materials: 
  1. Sample rubric
  2. Straub, Richard. 2003. “Responding—Really Responding—to Other Students’ Writing.” In The Subject is Writing, ed. Wendy Bishop, 3rd ed. Portsmouth, NH: Heinemann. (137-146)
  3. sample essay.
Time:  45-60minutes
 
Activity Outline:
           
            INTRO: 5-10 mins
  1. Introduction to activity.
  2. Identify focus: Discuss writing as “a process”; discuss steps in this process; discuss useful tools to complete the process. Focus on the process of revision.
  3. Discuss experiences with writing response, e.g. “fear of teacher correction/rejection”; “supportive feedback.”
  4. Identify latent knowledge: Clarify participants’ experiences with peer review, e.g. rubric, written response, etc.
  5. Re-confirm rationale and outcome of activity.
    TWO TYPES OF WRITING RESPONSE: 35-40 mins
    Rubric: 10 mins
  6. Introduce rubric. Discuss creation and use.
  7. Participants use rubric to evaluate sample essay.
  8. Discussion of rubric use; identify strengths and weaknesses of approach; identify applicability of rubric in participants’ classrooms.

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Writing Teacher Development Workshop: Intro to Peer Review

on

 

Writing Teacher Development Workshop: Intro to Peer Review

 
Participants: Teachers of writing; junior high school, high school, college,graduate levels
 
Rationale: Tointroduce teachers to 2 different peer review practices in the writingclassroom:
  1. Using a rubric
  2. Holistic reader response
 
Outcome:  Teacherswill complete the activity with an awareness of classroom peer review practices, havingparticipated in such practices themselves, having worked with a rubric, andhaving critically evaluated the applications of such practices for their ownclassrooms.
 
Materials: 
  1. Sample rubric
  2. Straub, Richard. 2003. “Responding—Really Responding—to Other Students’ Writing.” In The Subject is Writing, ed. Wendy Bishop, 3rd ed. Portsmouth, NH: Heinemann. (137-146)
  3. sample essay.
Time:  45-60minutes
 
Activity Outline:
           
            INTRO: 5-10 mins
  1. Introduction to activity.
  2. Identify focus: Discuss writing as “a process”; discuss steps in this process; discuss useful tools to complete the process. Focus on the process of revision.
  3. Discuss experiences with writing response, e.g. “fear of teacher correction/rejection”; “supportive feedback.”
  4. Identify latent knowledge: Clarify participants’ experiences with peer review, e.g. rubric, written response, etc.
  5. Re-confirm rationale and outcome of activity.
    TWO TYPES OF WRITING RESPONSE: 35-40 mins
    Rubric: 10 mins
  6. Introduce rubric. Discuss creation and use.
  7. Participants use rubric to evaluate sample essay.
  8. Discussion of rubric use; identify strengths and weaknesses of approach; identify applicability of rubric in participants’ classrooms.

    (more…)

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