S ome Ideas for Peer Workshop For Campus Hybrid and Ecampus Classes WIC Learning Lunch Friday April 25 2014 Terminology Workshop Scholarly Peer Review To help students not confuse the term ID: 596762
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Hybrid and Online Peer WorkshopSome Ideas for Peer WorkshopFor Campus, Hybrid, and Ecampus Classes
WIC Learning Lunch:
Friday April 25, 2014Slide2
TerminologyWorkshop ≠ Scholarly Peer ReviewTo help students not confuse the term peer review and the concept of Scholarly Peer Review (used like American Idol) gatekeeping to determine the highly competitive acceptance of articles for academic publication with the supportive workshops we do in class, I now refer to class work as workshop instead of peer review.Slide3
Why workshop at all?Teaching students how to workshop effectively works towards course outcomesFor their own revision and skills as a writerFor critical thinking – they can analyze each other’s work and learn a lot from seeing other workLearning to coach another writer can transfer to revising their own workFor strengthening their writing communitySlide4
Aspects of Peer WorkshopUsing different models of workshopQuick Valentines, lengthier analysis, pairs, etc.Encouraging students to engage seriously in workshopHelping English Language Learners get the most from workshopFocusing first on Global or Higher ConcernsContent and organization before grammarSlide5
Workshops in all writing classesOnsite, hybrid, or online classesNearly all assignments have some kind of workshop – more or less formal, nearly all writtenOn site get some in-class workshops, typically with written follow-upSome workshop is in Discussion Board (esp. for PPTs)Feedback via letters or worksheetsWorksheets are often variations on the scoring guideEarning points for workshop encourages participation and provides an opportunity for instructors to explain effective feedback
Models of good feedback help studentsSlide6
Teaching Students to WorkshopDiscuss in class what they have liked and hated about peer review workshop beforeEncourage students to be proactive and ask for what they want feedback onShow students how the process helps them think about what their own assignment does well and needs help withSuggest the 3 + 3 guideline: list 3 aspects that are working well + 3 suggestions for improvementSlide7
Provide guidelines for workshopLisa Ede’s textbook Work in Progress: A Guide to Academic Writing and Revising 6th ed. Boston: Bedford/St. Martin’s, 2004. has guidelines for working with responses fromPeersInstructorsFamily and friends (“My mother loved it!”)Writing tutorsSlide8
How specific?Depends on the assignmentA resume workshop will be very specific on format, grammar, and quantified contentA technical report workshop will look at required elements (abstract, keywords, headers, charts)An essay workshop may be more philosophical about ideas and writing voiceSlide9
Quality peer response earns more pointsModel a quality responseGive feedback on the focus and quality of the workshop Get student permission to share excellent workshop letters
Dear
--------:
First off, I wanted to thank you for giving me the chance to read your essay. I appreciated your efforts to match the style and voice of the piece with the subject and I think that the core idea, that reading is more than an act of consumption, but an active method we use to interact with the world, is both fascinating and uniquely builds on the prompt. Good work.
With that in mind, there are a few things that I believe that you should consider when moving forward with revisions. The first is your sentence structure and word
choice……. Slide10
Using Discussion Forums
Some drafts get more response
from peers than
othersSlide11
1st draft workshopStudents post drafts in Discussion Board and read as many drafts as they want
--Sometimes they are assigned paired partners
--Sometimes it is “first come, first served”
--They then review two classmates’ drafts and offer suggestions
--They get points for posting on time and posting quality responsesSlide12
Sample online workshop
Adapting the scoring guide as a worksheet helps students focus on the assignment and the outcomesSlide13
Even without worksheets
Give students encouragement and guidance on their responsesSlide14
English Language LearnersWritten feedback is more helpful than just discussionThey can take time to read a peer’s work and considerThey can take time to write to the peerThey can have written feedback to study while they reviseThe discussion may go too quickly and idiomatically to process effectivelySlide15
Research shows the value of workshopWorkshop in all courses, not just writing courses