Perr Review-Peer Pressure-Peer Power - 0 views

started by Bret Biornstad on 04 Aug 11

#1 Bret Biornstad on 04 Aug 11

Peer review is more than just having students read and comment on each other's papers. The idea of peer review extends into what academics do-to the idea of disciplinarity. We research and write. Then we submit our writing to "peer reviewers" who comment on our essays in different ways, and either accept or reject our attempts at publication. I believe that for students, we should think of peer review in similar ways. Peer review can be "sold" to students for what it really is-the process through which academic writing and communication gets done.

Peer review can get the power of student-student/student-teacher reciprocal teaching and learning moving full steam ahead. Rather than having the teacher play the role of all-wise, all-knowing,systematic collaborative peer review can send a loud and clear message to students that they have much to teach as well as learn-that the processes of teaching and learning go together quite well and make each other, and everyone involved, much stronger. By conducting peer review in a systematic and collaborative way-by making it central to our curriculum-students and teachers can learn to internalize the writing strategies and moves they wish to continue using and developing (and
avoid less-desired strategies and moves) so they can externalize these writing techniques in other composing and communicative situations.

Peer Pressure, Peer Power Some Things to Consider
I think the way to approach peer review (as with most teaching) is with an experimental attitude. Start having students read and comment on each other's papers, and soon you will begin to make adjustments that suit your-and your students'-needs and desires. There is much choice involved in the art of systematic collaborative peer review.

We play a little in-class game called 7-UP. In this game students read 7 of their peers' papers. They then rank them from strongest to weakest. Then they come into class and write their #1 choice on the board. As a class we take the top 2-3 papers and, with the writers' permission, project them on a screen and discuss and critique together as a class. Sometimes we even go one step further and start with already-peer-reviewed papers. That way, students are studying and critiquing models of strong peer reviews. With this method, both the reviewers and the writers can discuss the process aloud for everyone's benefit.

How to form groups/partners
An important initial choice involves how to form groups. Experts debate on the optimal size of groups, but a good working group should be between 3-5 students. Again, you can experiment with groups of 2, 3, 5. (I usually have them work in groups of 3 and sometimes 2; groups of 5 might only be used for shorter papers.) Groups should be formed early in the term. Experiment a little with how you form groups. For example:
1) You can have students initially form their own groups. They will typically gravitate toward folks sitting close by.
2) You can form groups after, perhaps, seeing writing samples from your students.
3) Or you can do a combination of the two above: have them initially form their own groups, then mix them up from time to time depending on the task.
These group partnerships can also be utilized for other collaborative learning endeavors and projects.

Peer Pressure, Peer Power- How to give comments/feedback
You will want to explore and develop the many ways students can give each other feedback.
Do you want to have students give feedback during class or out of class? Do you want students to talk about their essays before giving written feedback or after? How much conversation should be included in peer review? (For example, having the reviewer read the essay and supply verbal suggestions while the reviewee writes commentary can work quite well.) Should commentary be hand-written or digital/typed?
I usually have students peer review papers first. Then I have them rewrite their papers. Then they submit these second drafts to me for my commentary (along with a little note describing what they've
done and what they'd like me to look out for). You can even comment on the same review as one or more of the writer's partners if you use different fonts or especially colors. This can create an on-the- page dialogue that can be very useful overall.

How to train students
Importantly, students must be provided with ongoing, iterated training in peer review. Experts encourage students to focus on higher-order concerns (HOCs) like claim, structure, and evidence
first in early drafts and later-order concerns (LOCs) like grammar and spelling in later more final drafts. It is also a good idea to encourage a mix of praise and constructive criticism. Many students feel they don't have the authority or expertise to give constructive criticism. But ALL students can be taught the value of giving substantial, detailed, and specific analytic praise to work they feel they have nothing to "criticize." After providing detailed summary and analysis of what works well in their peers' papers-repeatedly-sooner or later weaker writers will begin to incorporate some of those same moves into their own writing. Students can also be given a rubric, perhaps the same rubric you will use for assessing their writing, so everyone can be on the same page as far as expectations.

How to assess
You will need to develop methods of assessing peer review in order for students to truly take it
seriously. In my writing courses, peer review counts as 20% of their overall grade. Assessment (as all good assessment should) then becomes integral to how you are training students to tutor each other with their writing and writing processes.
1) Students should also be well-aware of the course goals and objectives, how they relate to what they are writing, and how they can work in the language of the course goals and objectives into their reviews. If you are using a rubric for peer review, make sure they closely reflect these goals and objectives.
2) A good way to get students involved in this assessment is to have them write about the process, including their own and their reviewers' performances. I have students write two formal letters to me- one closer to the midterm, one towards the final-that detail how they think the overall process is working.

Teaching while Learning
Finally, peer review is a truly reciprocal learning experience-we will learn as much if not more
than our students. We can learn to be better responders to student writing. We can learn to be better at, and perhaps conduct more frequent, one-to-one conferences. We can learn the value of multi-draft or portfolio writing instruction. And we can learn just how much students have to teach (and learn from) us and one another.

<div class="cArrow"> </div><div class="cContentInner">Peer review is more than just having students read and comment on each other's papers. The idea of peer review extends into what academics do-to the idea of disciplinarity. We research and write. Then we submit our writing to "peer reviewers" who comment on our essays in different ways, and either accept or reject our attempts at publication. I believe that for students, we should think of peer review in similar ways. Peer review can be "sold" to students for what it really is-the process through which academic writing and communication gets done. Peer review can get the power of student-student/student-teacher reciprocal teaching and learning moving full steam ahead. Rather than having the teacher play the role of all-wise, all-knowing,systematic collaborative peer review can send a loud and clear message to students that they have much to teach as well as learn-that the processes of teaching and learning go together quite well and make each other, and everyone involved, much stronger. By conducting peer review in a systematic and collaborative way-by making it central to our curriculum-students and teachers can learn to internalize the writing strategies and moves they wish to continue using and developing (and avoid less-desired strategies and moves) so they can externalize these writing techniques in other composing and communicative situations. Peer Pressure, Peer Power Some Things to Consider I think the way to approach peer review (as with most teaching) is with an experimental attitude. Start having students read and comment on each other's papers, and soon you will begin to make adjustments that suit your-and your students'-needs and desires. There is much choice involved in the art of systematic collaborative peer review. We play a little in-class game called 7-UP. In this game students read 7 of their peers' papers. They then rank them from strongest to weakest. Then they come into class and write their #1 choice on the board. As a class we take the top 2-3 papers and, with the writers' permission, project them on a screen and discuss and critique together as a class. Sometimes we even go one step further and start with already-peer-reviewed papers. That way, students are studying and critiquing models of strong peer reviews. With this method, both the reviewers and the writers can discuss the process aloud for everyone's benefit. How to form groups/partners An important initial choice involves how to form groups. Experts debate on the optimal size of groups, but a good working group should be between 3-5 students. Again, you can experiment with groups of 2, 3, 5. (I usually have them work in groups of 3 and sometimes 2; groups of 5 might only be used for shorter papers.) Groups should be formed early in the term. Experiment a little with how you form groups. For example: 1) You can have students initially form their own groups. They will typically gravitate toward folks sitting close by. 2) You can form groups after, perhaps, seeing writing samples from your students. 3) Or you can do a combination of the two above: have them initially form their own groups, then mix them up from time to time depending on the task. These group partnerships can also be utilized for other collaborative learning endeavors and projects. Peer Pressure, Peer Power- How to give comments/feedback You will want to explore and develop the many ways students can give each other feedback. Do you want to have students give feedback during class or out of class? Do you want students to talk about their essays before giving written feedback or after? How much conversation should be included in peer review? (For example, having the reviewer read the essay and supply verbal suggestions while the reviewee writes commentary can work quite well.) Should commentary be hand-written or digital/typed? I usually have students peer review papers first. Then I have them rewrite their papers. Then they submit these second drafts to me for my commentary (along with a little note describing what they've done and what they'd like me to look out for). You can even comment on the same review as one or more of the writer's partners if you use different fonts or especially colors. This can create an on-the- page dialogue that can be very useful overall. How to train students Importantly, students must be provided with ongoing, iterated training in peer review. Experts encourage students to focus on higher-order concerns (HOCs) like claim, structure, and evidence first in early drafts and later-order concerns (LOCs) like grammar and spelling in later more final drafts. It is also a good idea to encourage a mix of praise and constructive criticism. Many students feel they don't have the authority or expertise to give constructive criticism. But ALL students can be taught the value of giving substantial, detailed, and specific analytic praise to work they feel they have nothing to "criticize." After providing detailed summary and analysis of what works well in their peers' papers-repeatedly-sooner or later weaker writers will begin to incorporate some of those same moves into their own writing. Students can also be given a rubric, perhaps the same rubric you will use for assessing their writing, so everyone can be on the same page as far as expectations. How to assess You will need to develop methods of assessing peer review in order for students to truly take it seriously. In my writing courses, peer review counts as 20% of their overall grade. Assessment (as all good assessment should) then becomes integral to how you are training students to tutor each other with their writing and writing processes. 1) Students should also be well-aware of the course goals and objectives, how they relate to what they are writing, and how they can work in the language of the course goals and objectives into their reviews. If you are using a rubric for peer review, make sure they closely reflect these goals and objectives. 2) A good way to get students involved in this assessment is to have them write about the process, including their own and their reviewers' performances. I have students write two formal letters to me- one closer to the midterm, one towards the final-that detail how they think the overall process is working. Teaching while Learning Finally, peer review is a truly reciprocal learning experience-we will learn as much if not more than our students. We can learn to be better responders to student writing. We can learn to be better at, and perhaps conduct more frequent, one-to-one conferences. We can learn the value of multi-draft or portfolio writing instruction. And we can learn just how much students have to teach (and learn from) us and one another.</div>

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