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 Openings
Opening Journal Warm-Up

While I often use a Google Form survey or an opening conversation to start class and set the tone, there is also tremendous value in having students write their individual thoughts in their Writer's Notebooks. Ours is a mostly paperless classroom despite the fact that it is an English class, so these pen-to-paper moments are significant ones. Students understand that these journal entries are silent reflections meant to put them in the frame of mind needed for the day's lessons. 

 
Instructional Openings
Conversational Warm-Up

Generating student talk in the classroom is a focal point for my teaching, and it is important that those conversations happen in both high-stakes and low-stakes settings. A Warm-Up is the forum for a low-stakes conversation that can generate a high return. For example, the journey for a student to become an excellent oral presenter can be an uncomfortable one. Opening class with a conversation where students can talk with each other in anticipation of these growing pains does perpetuate a sense of camaraderie and support, although my students have referred to it as a feeling of "shared doom". Additionally, a teacher can have an influence on the energy of the class depending on what prompts are crafted for the Conversational Warm-Up.


 
Instructional Closings
Debrief

As with the Warm-up activity that gets the brain going at the beginning of class, my students end class with an activity that lets them feel closure with the lesson and their work for that day. The activity is almost always an online reflective journal or survey, and the purpose is to have an impact on and inform my planning for the next class. Sometimes we end the period with a whole-class conversation instead, especially after a Socratic Seminar day, because we use the conversation to debrief and think metacognitively about our discussion process as a whole group. Students should develop metacognition skills as a way of understanding how they learn. The debrief looks at the learning process for the day and is that opportunity for me to point out how different students learned well because they have certain strategies they used effectively. In this way, more students can benefit from that reflection. Literacy development requires so many strategies that operate differently given the text. When my students can benefit from understanding how they each learn, a strong sense of community and collaboration develops.

 
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