Feedback Systems

Peer to Peer Scoring

Peer to Peer Scoring is a feedback strategy I use regularly to ensure that my students become comfortable with and skillful at giving and receiving feedback about their academic work. In most cases, I develop rubrics to assess a particular skill and I ask the students to use the rubrics to score their peers' work on a given assignment. This strategy creates a common understanding of high-quality academic performance and the standards we use to assess that quality. Peer to Peer Scoring affords my students multiple opportunities to explain clearly their reasons for coming to a particular assessment of their peers' work, thereby helping each student to internalize what rigorous intellectual work consists of. Peer to Peer Scoring is also an effective scaffolding strategy to prepare my students for their Senior Research Projects, a rigorous graduation requirement at our school that culminates in seniors getting feedback from community members.

Strategy Resources (2)
Students In Action
 
 
 
Student Work Sample
 
 
This is the spreadsheet generated by the Google Form Warm-Up. The Warm-Up asked students to view and then score selected peers' annotations.
 
Students In Action
 
 
Student Work Sample
 
 
This is the spreadsheet generated by the Google Form Warm-Up. The Warm-Up asked students to view and then score selected peers' annotations.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Twelfth grade
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Film Framing

Film Framing uses animated films students often remember from childhood as a jumping-off point for approaching the serious and often emotionally tough conversations that we will be having later in the class period about the novel we are studying. Given their visual appeal and simple storylines, these films are one way to support my students as they grapple with complex questions and apply literary theories and devices. Part of the analysis process for my students is tracking their observations throughout each clip and using those notes during the class discussion that follows the viewing. The understanding they gain through the film discussion on how to answer these complex questions and apply multiple lenses is then applied to our class novel. An additional benefit of Film Framing is that my students become more critical consumers of media in general.

 
Collaborative Student Groups
Moral Reasoning Conversation

A Moral Reasoning Conversation is a student grouping and discourse strategy that involves heterogeneous groups of 4-5 students holding table discussions about their responses to provocative questions that frame, go deeper with, or reflect on the day's lesson. This is an especially effective strategy to use when we are engaging with complex themes in the literature we are reading as a class. The purpose of Moral Reasoning Conversations is for my students to prepare the thoughts that they will introduce in a subsequent whole-class discussion or a more formal Socratic Seminar. The students are given a situation that asks them to use their individual moral compasses to determine how they would behave in a complex ethical context. They discuss these moral dilemmas with peers in their table groups. At key moments during the discussion, I introduce "wrenches" that add layers of complexity to the dilemmas and push students towards deeper critical thinking and consideration of multiple perspectives. I consider carefully how much detail to present regarding each initial moral dilemma, so that my students have the opportunity to develop their own "wrenches" for the Moral Reasoning Conversation. 

 
Blended Learning Model Overviews
Johanna's Model Overview

I would describe my classroom as a mix of a flex and a face-to-face instructional model. During our block periods, my students transition frequently among different learning modalities, including online self-paced learning, collaborative small group learning, and whole class instruction. They use online tools to become stronger readers, to conduct research, to connect with communities beyond our classroom, and to engage civically through blogging, virtual discussions, and community-focused projects. Ideally through consistent student-to-student collaboration, my project-based classroom allows students to see the importance of social justice and how it is infused in the literature content they engage with on a regular basis. Co-teaching and authentic project-based learning are key elements of my model.


Number of Students: ~15-25 students

Number of Adults: one teacher; one student teacher

Length of Class Period/Learning Time: 92 minutes (M, T, Th, F); 35 minutes (W)

Digital Content/Ed Tech Tools Used on a Regular Basis: Google Drive; Google Apps for Education; Gooru Learning; Adobe Photoshop; Newsela; Piktochart Infographic Creator; iMovie; iPhoto; Audible; Quizlet; Jupiter Ed; Google Hangouts

Hardware Used on a Regular Basis: mobile cart with 34 Chromebooks (1:1)

Key Features: project-based; innovative use of time; student agency

 
 
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