Peer to Peer Scoring: Peer to Peer Scoring Annotations Native Son.pdf

 
 
 
Compiled Responses to Peer Annotation Scoring for Native Son Book 1 - Form Responses 1.pdf
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.
  • Peer to Peer Scoring Annotations Native Son.pdf
  • Peer to Peer Scoring Annotations Native Son.pdf
  • Peer to Peer Scoring Annotations Native Son.pdf
  • Peer to Peer Scoring Annotations Native Son.pdf
  • Peer to Peer Scoring Annotations Native Son.pdf
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.
 
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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Learning Apps
Johanna's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in her classroom. Check out how and why Johanna uses specific digital content and ed tech tools!


 
Instructional Openings
Just the Facts

Just the Facts asks one to two students to summarize quickly the reading that will be used in the day's discussion. We follow a simple protocol of "Who + What"--citing which characters from the text did what significant actions in order to move the plot forward. When the initial student is finished sharing key facts from the reading, another student might be asked to fill in any other details. If there are plot details that are incorrect, it is an opportunity for other students to correct the errors. These "police report" type of summaries can be audio or video recorded, quickly edited, and then posted on to the class website as a more engaging way for students to review significant plot points from our class texts. Although there is an ideal reading pace at which I want students to move, some will be ahead of the reading calendar and some will be behind. Also, many students are anxious or reluctant to share out loud when it comes to analysis of the reading. Given that the Just the Facts reports the text's plot and simply the facts, more students are enthusiastic about sharing because the strategy allows different students to be the experts in relaying facts.

 
Assessment & Data
Filming a Socratic Seminar

Although I can not predict when great insights will come up during a Socratic seminar, I can be assured that they will happen. I film the seminar because I then play back the footage to help me create accurate scripted notes that students can use as an additional resource to support their analysis writing. I have also found that using clips from the seminar to build a Gooru collection or to share during a moment of direct instruction is a very engaging way to teach. It also acknowledges what my students know and it allows them to, in essence, help me teach the class. 

 
 
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