Module 7 Introduction: Feedback for Goal Setting—Part II

Purpose

Feedback, whether from peers or from their teacher, is essential in helping writers meet their goals.

Students are capable of providing each other with useful and thoughtful feedback, but often they need some guidance to turn peer conversations into meaningful learning experiences.

Teachers would ideally want to spend quality time coaching each student but are often crunched for time.

So, how do we make sure that students receive effective and necessary feedback from their peers and teachers?

In the following sections, you will review protocols that you can use to facilitate peer feedback in your classroom. You will also review information that will help you optimize your limited feedback time with your students in powerful and effective ways.

Learning Objectives

Upon completion of this module, you will be able to:

model strategies, such as structured protocols, through which your students can provide writing feedback to one another; and
use a writer-centered approach with writers to effectively and efficiently confer about their goals.

InTASC Standards

Standard 1: Learner Development (Essential Knowledge 1g)

Standard 2: Learning Differences (Essential Knowledge 2k)

One of the most common questions we find in talking with our teachers is “How am I going to fit this in too?” Let’s begin to think about how you can find time to provide effective feedback and optimize your time with your students.

Focus: Peer Feedback

There are different types of feedback that occur in your classroom, whether it is in a specific moment in time, a specific lesson, or as part of your general practices. What strategies have your students used for peer feedback? What was the most effective part of the strategy? How might you continue or improve this process in the future?