Partner Assessment: BL TeachCycle 3.m4v

 
 
 
BL TeachCycle 3.m4v
Students In Action
 
 
When students have video footage of both their oral presentation performance and the feedback from their peers, they have the means to improve exponentially. Recording peers giving feedback and giving that to the presenting student allows them to review those evaluations more than once. This is akin to football players reviewing game tape in order to figure out the best way to play. Students can strategize in much the same way.
Students In Action
 
 
When students have video footage of both their oral presentation performance and the feedback from their peers, they have the means to improve exponentially. Recording peers giving feedback and giving that to the presenting student allows them to review those evaluations more than once. This is akin to football players reviewing game tape in order to figure out the best way to play. Students can strategize in much the same way.
 
Feedback Systems

Partner Assessment

Our classroom is committed to being in the public eye, so that our work together has real-life meaning and authentic value. Thus, it is necessary that a culture is established in which everyone looks at each other as assets in the game where constructive criticism meets the oral presentation. This is key, especially in small groups when students will be giving peer-to-peer feedback and scoring each other on the same rubric that an outside audience will be using to score their presentation performance. When students do this kind of partner assessment, I find it most effective if the group only focuses on one or two of the rubric domains rather than the entire rubric. By concentrating their feedback, they are then able to take the next step -- developing a common and targeted set of strategies that they all can practice in order to become excellent oral presenters.

Strategy Resources (2)
Students In Action
 
 
 
Students In Action
 
 
When students have video footage of both their oral presentation performance and the feedback from their peers, they have the means to improve exponentially. Recording peers giving feedback and giving that to the presenting student allows them to review those evaluations more than once. This is akin to football players reviewing game tape in order to figure out the best way to play. Students can strategize in much the same way.
 
Students In Action
 
 
Students In Action
 
 
When students have video footage of both their oral presentation performance and the feedback from their peers, they have the means to improve exponentially. Recording peers giving feedback and giving that to the presenting student allows them to review those evaluations more than once. This is akin to football players reviewing game tape in order to figure out the best way to play. Students can strategize in much the same way.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Long
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Instructional Planning
Johanna's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Johanna plans for instruction in her blended classroom.

 
Assessment & Data
Johanna's Use of Assessments and Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Johanna utilizes Assessment and Data here.

 
Feedback Systems
Video Diagnostic

My students have a high-stakes oral defense of their senior research towards the end of the spring semester, and we prepare for that all year. The Video Diagnostic is a recording of each student’s starting point in the oral presentation process and an opportunity for students to see a snippet of their presentation "selves," what their peers see as their current strengths, and what their teacher sees as their current challenges. Each Video Diagnostic includes these three parts -- the oral presentation, peer feedback, and teacher feedback. These are then packaged into one short Video Diagnostic, uploaded, and shared to the student. The student watches it all and gets a clearer sense of how they appear to an audience in terms of their tone, inflection, pacing, and eye contact. I also have them watch these diagnostics a few weeks before the high-stakes presentation as a confidence booster because all of them will have made tremendous gains in their oral presentation skills from that first diagnostic to months later when they are finalizing their presentations at the end of the year.

 
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