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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Presentations text content in Hybrid and Online Peer Workshop
Slide1
Hybrid and Online Peer WorkshopSome Ideas for Peer WorkshopFor Campus, Hybrid, and Ecampus Classes
WIC Learning Lunch:
Friday April 25, 2014
Slide2
Terminology
Workshop
≠
Scholarly Peer Review
To 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 outcomes
For their own revision and skills as a writer
For critical thinking – they can analyze each other’s work and learn a lot from seeing other work
Learning to coach another writer can transfer to revising their own work
For strengthening their writing community
Slide4
Aspects of Peer Workshop
Using different models of workshop
Quick Valentines, lengthier analysis, pairs, etc.
Encouraging students to engage seriously in workshop
Helping English Language Learners get the most from workshop
Focusing first on Global or Higher Concerns
Content and organization before grammar
Slide5
Workshops in all writing classes
Onsite, hybrid, or online classes
Nearly all assignments have
some kind of workshop – more or less formal, nearly all written
On site get some in-class workshops, typically with written follow-up
Some workshop is in Discussion Board (esp. for PPTs)
Feedback via letters or worksheets
Worksheets are often variations on the scoring guide
Earning points for workshop encourages participation and provides an opportunity for instructors to explain effective feedback
Models of good feedback help students
Slide6
Teaching Students to Workshop
Discuss in class what they have liked and hated about peer review workshop before
Encourage students to be proactive and ask for what they want feedback on
Show students how the process helps them think about what their own assignment does well and needs help with
Suggest the 3 + 3 guideline: list 3 aspects that are working well + 3 suggestions for improvement
Slide7
Provide guidelines for workshop
Lisa Ede’s textbook
Work
in Progress: A Guide to Academic Writing and Revising
6
th
ed. Boston: Bedford/St. Martin’s, 2004.
has guidelines for working with responses from
Peers
Instructors
Family and friends (“My mother loved it!”)
Writing tutors
Slide8
How specific?
Depends on the assignment
A resume workshop will be very specific on format, grammar, and quantified content
A technical report workshop will look at required elements (abstract, keywords, headers, charts)
An essay workshop may be more philosophical about ideas and writing voice
Slide9
Quality peer response earns more points
Model 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
others
Slide11
1st draft workshop
Students 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 responses
Slide12
Sample online workshop
Adapting the scoring guide as a worksheet helps students focus on the assignment and the outcomes
Slide13
Even without worksheets
Give students encouragement and guidance on their responses
Slide14
English Language Learners
Written feedback is more helpful than just discussion
They can take time to read a peer’s work and consider
They can take time to write to the peer
They can have written feedback to study while they revise
The discussion may go too quickly and idiomatically to process effectively
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DownloadNote - The PPT/PDF document "Hybrid and Online Peer Workshop" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentations text content in Hybrid and Online Peer Workshop
Hybrid and Online Peer WorkshopSome Ideas for Peer WorkshopFor Campus, Hybrid, and Ecampus Classes
WIC Learning Lunch:
Friday April 25, 2014
Slide2Terminology
Workshop
≠
Scholarly Peer Review
To 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.
Slide3Why workshop at all?
Teaching students how to workshop effectively works towards course outcomes
For their own revision and skills as a writer
For critical thinking – they can analyze each other’s work and learn a lot from seeing other work
Learning to coach another writer can transfer to revising their own work
For strengthening their writing community
Slide4Aspects of Peer Workshop
Using different models of workshop
Quick Valentines, lengthier analysis, pairs, etc.
Encouraging students to engage seriously in workshop
Helping English Language Learners get the most from workshop
Focusing first on Global or Higher Concerns
Content and organization before grammar
Slide5Workshops in all writing classes
Onsite, hybrid, or online classes
Nearly all assignments have
some kind of workshop – more or less formal, nearly all written
On site get some in-class workshops, typically with written follow-up
Some workshop is in Discussion Board (esp. for PPTs)
Feedback via letters or worksheets
Worksheets are often variations on the scoring guide
Earning points for workshop encourages participation and provides an opportunity for instructors to explain effective feedback
Models of good feedback help students
Slide6Teaching Students to Workshop
Discuss in class what they have liked and hated about peer review workshop before
Encourage students to be proactive and ask for what they want feedback on
Show students how the process helps them think about what their own assignment does well and needs help with
Suggest the 3 + 3 guideline: list 3 aspects that are working well + 3 suggestions for improvement
Slide7Provide guidelines for workshop
Lisa Ede’s textbook
Work
in Progress: A Guide to Academic Writing and Revising
6
th
ed. Boston: Bedford/St. Martin’s, 2004.
has guidelines for working with responses from
Peers
Instructors
Family and friends (“My mother loved it!”)
Writing tutors
Slide8How specific?
Depends on the assignment
A resume workshop will be very specific on format, grammar, and quantified content
A technical report workshop will look at required elements (abstract, keywords, headers, charts)
An essay workshop may be more philosophical about ideas and writing voice
Slide9Quality peer response earns more points
Model 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…….
Slide10Using Discussion Forums
Some drafts get more response
from peers than
others
Slide111st draft workshop
Students 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 responses
Slide12Sample online workshop
Adapting the scoring guide as a worksheet helps students focus on the assignment and the outcomes
Slide13Even without worksheets
Give students encouragement and guidance on their responses
Slide14English Language Learners
Written feedback is more helpful than just discussion
They can take time to read a peer’s work and consider
They can take time to write to the peer
They can have written feedback to study while they revise
The discussion may go too quickly and idiomatically to process effectively
Slide15Research shows the value of workshop
Workshop in all courses, not just writing courses