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www.spreeder.com

shared by Melissa Seifman on 17 Feb 09 - Cached

shared by Melissa Seifman on 06 Mar 09 - Cached

The student participants in my study engaged in writing and reading through a variety of complex and rich interactions. They posted their own work on their blogs, commented on the work of their peers, linked to each other’s work, and initiated numerous conversations in the class blogosphere.
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the students would not respond well to a teacher who enters the class blogosphere only to assign work or to evaluate their writing.
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Only two days after I asked the students to compose a written response to the work we had covered, they began to use their blogs not only to brainstorm but also to request feedback from their peers and engage them in discussions about the work they were doing for this assignment
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- the students had turned to the community of their peers to request feedback. Then, I realized that none of the children asked me for feedback. It didn’t take long to realize that, a) they didn’t see me as a contributor in the community, and b) they associated me with corrections and grades.
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. But this experience helped me realize that we don’t spend enough time providing feedback for our students and that most of what teachers consider teaching and assessment consists of marking and correcting student work. This kind of practice does not engage our students in those rich interactive processes of talking about their work and their ideas.
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shared by Melissa Seifman on 17 Feb 09 - Cached

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