Giving Feedback on Student Writing University of Essex给学生写作反馈埃塞克斯大学.pptVIP

* * * * * * IMPLEMENTATION: THE CRUCIAL FACTOR (CONTD.) Imagine 2 classrooms: a classroom where students have seen videos of students conferencing and are given feedback sheets by the teacher to fill in after reading their colleagues’ work; and a classroom where students are given no training about conferencing, no explanation as to why the teacher thinks it’s a good idea, and no feedback sheets to fill in as they read their colleagues’ work. While they read, the teacher sits at their desk, does nothing, and has a coffee… I suggest the reaction to conferencing will be very different in the 2 classrooms * PREPARING STUDENTS TO CONFERENCE Studies like Min (2005) suggest that training students to conference can be successful… So let’s explore some of the ways teachers can train and prepare students to conference with each other… Write down a few ideas about how you would train students to give each other feedback * 7 GENERAL PRINCIPLES Ferris (2003b) talks about seven general principles teachers should have in mind when implementing student—student conferencing: 1. utilize peer feedback consistently 2. explain the benefits of peer feedback to students 3. prepare students carefully for peer response 4. form pairs or groups thoughtfully 5. provide structure for peer review sessions 6. monitor peer review sessions 7. hold students responsible for taking peer feedback opportunities seriously (p.165) Let’s have a look at some of these in a bit more detail… * UTILIZING PEER FEEDBACK CONSISTENTLY Ferris (2003b) points out that giving feedback on other people’s writing is a skill and therefore requires plenty of practice: ‘For peer feedback to be a useful tool, teachers must commit to it as an option, communicate from the outset that it will be a regular part of the class, and allow adequate, regular time for it’ (p.165) However, taking student conferencing seriously requires time… * TAKING CONFERENCING SERIOUSLY:THE TIME FACTOR