Reflection: Trust and Respect Picking a Draft for the Final (Day One of Peer Editing) - Section 4: Closing


Teaching students to give useful feedback is a continual process, just like it is for adults! I noticed today that some students were giving feedback on the content of the paper, not the structure. For example, if a student wrote about fast-food, their feedback was, "I think fast food is bad for you too!" For this reason I have been prompting students to ask questions. This is not a fail safe however because I can still get something like, "Why do you not like fast food?" 

Today, I gave them my own examples and put them on the document camera, but I also gave them a reminder that I should not see feedback about the content, rather the structure. After about 5 minutes of peer editing I had students share out good examples of useful feedback (I asked these students as I was conferring if they would share). 

This is something we will need continual practice on. 



  Helping Students Give Helpful Feedback
  Trust and Respect: Helping Students Give Helpful Feedback
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Picking a Draft for the Final (Day One of Peer Editing)

Unit 9: Drafting, Finalizing and Celebrating Our Persuasive Essays
Lesson 12 of 15

Objective: SWBAT will receive feedback from their peers in order to make their writing stronger.

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