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DEEPENING KNOWLEDGE THROUGH DISCUSSION AND WRITING Discussion in most university classes is central to deepening students’ learning. It takes some time and skill on the instructor’s part to create an atmosphere in the classroom where gradually all students feel comfortable enough to contribute. “Active learning” in discussion occurs through: a. Helping students to think in terms of the subject matter; they gain immediate practice in thinking together as a group b. Students become more fluent in using new vocabulary and the language of the field; they are then more confident in using this language in their writing c. The instructor can model the logic and evidence of particular kinds of thinking and raise the quality of thinking in the students d. Instructor provides opportunities for application of principles in guiding class discussions e. Discussion serves to motivate further learning f. The instructor can immediately assess student understanding g. Discussion is a natural “pre-writing” activity; students are more prepared and motivated to begin writing assignments
WAYS TO ENCOURAGE DISCUSSION
- Begin a discussion with a common experience. Often the class as a whole has read the same text, seen a film, or watched a presentation. Target a core idea related to the course and everyone should have something to contribute. - Connect the discussion to a controversy; a bit of surprise or uncertainty raises curiosity, a basic motivator of learning. Also, the instructor can play “devil’s advocate”, if the students know she is doing it for the purpose of stimulating conversation or to shake things up. - Pose a question and allow “wait time”. Problem questions can extend ideas and deepen learning, and work well to move from theory to practice. “What if… questions, or, “What does that look like…” may work well. Instructors should avoid questions with “yes” or “no” answers. Better to draw out the students, and sustain the discussion with clarifying or probing questions, that can be directed to the rest of the class as well. Personal responses have no right or wrong answers, and everyone can reply to “how did you feel when…” All of the above can be done in tandem with writing. Pose a question and ask the students to take five minutes to write down their responses. Reluctant participants will be much more likely to join in if you ask them directly to read aloud what they’ve written. Through writing, they’ve had a chance to organize their minds and will be more confident and articulate when speaking up. Also, allowing them to share what they’ve written with a partner or in a small group will help them “rehearse” for the classroom discussion later. After hearing other classmates’ ideas on a topic they will be much more sure of themselves in approaching a larger writing assignment on related subjects.
FORMATIVE AND SUMMATIVE ASSESSMENT Formative assessment: n Feedback and evaluation of strengths and weaknesses that is ongoing and proactive in that it allows for learning to occur and changes to be made.n The purpose of formative evaluation is to improve performance while it is still underway. This is, above all, teaching.n Revision is guided by this formative assessment. The assessment needs to be directly correlated with what you are teaching. It is a re-enforcement tool. It is also a way to “catch them doing it right”.To make it easier for you to do the evaluation, get permission from students and group evaluate. This also provides a way for you to guide the peer-editing. You are modeling.
Summative assessment: Evaluation that is fixed in
that it suggests final judgement. The purpose of summative assessment is the
judgement of a task once it has been completed. n Portfolio evaluation is an excellent form of summative evaluation.n This can be a quick assessment based on specific criteria. The commentary that is given is formative and critical for learning. This is simply crucial to getting the grade on the form.
n Rule: The teacher must first guide the process.n 1. Demonstrate how you want students to revise by putting compositions on overhead or on First Class. Teach the “group”.n 2. Have students give feedback as you work with the group on the overhead.n 3. Ask students to make notes on the instructor's comments, identifying where the paper has been successful. Describe the strengths of the paper according to their understanding of the commentary.n 4. At this point the commentary on the overhead and on the paper (if any has been given) should relate to what has been taught as this is formative evaluation.n 5. Revision should be related to strategies (processes) being taught.
6. Relate where there are errors in the writing process or in a strategy that has been taught. 7. Make connections between where there were problems and what was commented on. Restate the areas that need improvement and what can be done to change them. 8. Form questions related to areas or comments that are not understood. Discuss these points with the instructor if there is a conference. 9. Summarize what will be attended to in the next draft. Relate changes directly to the strategies being taught.
Why use peer-based feedback? Students learn and understand more when they read each others' work They are more actively engaged when asked to give feedback They learn editing skills and how to respond to writing They understand that readers bring different assumptions to texts It develops critical thinking skills which can be applied to their own writing It helps students recognize other conventions of writing
Rule: The teacher must lead the process, giving specific direction. n 1. Be specific: give feedback according to the criteria agreed upon - this could be process, strategy, rubric.n 2. Be respectful: focus on content. Don't judge the writer as a person. Avoid hurtful comments.n 3. Ask clarifying questions: let the writer explain what they mean. There is no such thing as "failure" in writing. There is always a way to improve. Writing is always in process.n 4. Look for something that is positive, something that works first.
POSSIBLE ASPECTS OF STUDENT WRITING TO BE CONSIDERED: Process Strategies: n Discovering a Subject Demonstrates the ability to clearly focus on one subject throughout the composition, avoiding the temptation to include several related topics. Can see the relationships that are meaningful.n Sensing an Audience Demonstrates the ability to write with clarity and affect, delivering what is promised.n Searching for Specifics Demonstrates the ability to select concrete detail which enables the audience to accept the writer’s voice of authority.n Creating a Design Demonstrates the ability to construct the composition with an appropriate introduction, middle(tension) and conclusion.
1. Focus: Demonstrates the ability to clearly focus on one subject throughout the composition, avoiding the temptation to include several related topics. Can see the relationships that are meaningful.
8. Clarity: Demonstrates the ability to write specifically clear, well developed images and thoughts, avoiding irrelevant detail, illogical thought patterns and the introduction of ideas, the intentions of which are unclear.
TIPS FOR SUCCESSFUL PEER-BASED FEEDBACK Teacher demonstrates process Be sure everyone has the same set of criteria Instructors can evaluate the quality of the reviewers' comments as part of grade Peer-evaluation needs to be taught as part of the course Quality examples of peer feedback can be used to teach aspects of writing and editing Different rubrics can be used at different periods
DEVELOPING A RUBRIC WITH THE STUDENTS
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