Multi-Purpose Peer Review to Support All Students

Aimee Weinstein

Session Information

Year: 2018 | Time: 11:20am-12:00pm | Location: TEACHING ACTIVITY SHOWCASE 11:40-11:55: Johnson Center (Room G)

Abstract

NOTE: This teaching activity showcase is one of two during the 10:30am-12:00pm session.  It will be presented within that session from 11:20am to 12:00pm.

BRIEF SESSION DESCRIPTION:

Multi-purpose peer review is an alternative method of peer review in which students work in small groups using reviewer prompt cards to review peer work.  Students utilize their speaking and listening skills alongside their writing and revision skills to further enhance learning and engage in critical thinking. It can be used in writing classes and transition classes for both undergraduate and graduate students, as well as support for native speakers of English, multi-lingual learners, and international students.  Participants will experience one round of this review process as "students" and be able to describe how they could use it in their own course.

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FULL ABSTRACT:

Multi-purpose peer review is an alternative method of peer review in which students work in small groups using reviewer prompt cards to review peer work.  Students utilize their speaking and listening skills alongside their writing and revision skills to further enhance learning and engage in critical thinking. It can be used in writing classes and transition classes for both undergraduate and graduate students, as well as support for native speakers of English, multi-lingual learners, and international students.  Participants will experience one round of this review process and be able to describe how they could use it in their own course.

This activity forces students to hear and listen as well as give oral feedback and has worked well to help INTO Mason students gain confidence with their skills as well as gain valuable feedback on essays of all types. This activity is scalable depending on the number of students in your class – there should be groups of four students. Create several sets of notecards, each with one card that says:

•Author

•"I like..."

•"I suggest"

•Wildcard

 

Put the students in groups so they face each other and give them the cards.  The function of the cards are as follows:

 

Author: This student will read the paper aloud or a chosen section of it. He or she will read carefully and slowly to ensure his or her groupmates understand the work. 

 

I Like: The holder of this card must say at least one thing he or she likes about what was just read.  The description should be detailed and provide specific examples about what the author did well in his or her essay.

 

I Suggest: The holder of this card must give a minimum of one suggestion for improvement of the essay.  The feedback should be detailed and specific, focused on clarity and ideas, not grammar.  

 

Wildcard: The holder of this card can say whatever he or she wants about the essay, either positive or constructively critical.  

 

Keywords

active learning; team-based learning; critical thinking

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