Lesson Plan 2: Example Peer Review
Objective: Last class, we had a short discussion on how peer review was ineffective in high school (most likely). In order to give effective peer review, we have created an online peer review assignment that will be due 24 hours after the draft assignment so that their peers can see their review efficiently and I will give the students credit for completing the assignment. The objective of this lesson plan is to showcase what looks like an effective and ineffective peer review by looking at margin comments in examples that I showcase on the project. Then, I will go on ELMS on the projector so that everyone knows where to submit their peer review documents.
Materials Needed (Students):
Materials Needed (Jenna):
Time Estimate: 15-17 Minutes
Lesson Plan:
Method of Assessing the Objective: After the presentations, I’m just going to ask them if everything about a helpful and an unhelpful peer review is clear to them as well as ask if anybody has any questions. If they understand what to do for the online peer review assignment then I think that the objective is met. I will also be able to assess the objective when I actually look at the peer reviews.
Instructional Materials: Attached are the good and bad examples of peer review for the class.
Materials Needed (Students):
- Nothing - just an open ear and attention.
Materials Needed (Jenna):
- Good Peer Review Example
- Bad Peer Review Example
- Access to ELMS
Time Estimate: 15-17 Minutes
Lesson Plan:
- 0:00-0:01 -- Refresh the students’ memories about what we talked about in the discussion last class. We’re going to be doing online peer review assignments! For today, we’re going to go over what a helpful and an unhelpful peer review looks like. Hopefully this will help you when you are doing your online peer review (at this point encourage the students to take notes) because these are points that I’m going to be looking for when I give you credit.
- I give students credit for completion, but that’s not clear to them yet. This is on purpose to make sure that they go through their first online peer review and try to do it as effectively as possible. Everyone will get 100%’s as long as they just do the assignment.
- 0:01-0:08 -- Go over the unhelpful peer review (attached). Points to bring up when presenting the unhelpful peer review:
- When you’re asking questions, still remember to be respectful!
- Margin comments should be encouraging, even if they’re critical
- “Put the idea…”? – not very encouraging nor does it explain why I should replace what I already had with this phrase
- “Careful…” comment – it’s critical but it doesn’t give any suggestion on how to fix it. This comment basically just says “do something about this” when it should be trying to give suggestions
- Make sure you’re actually talking about the writing assignment
- “Kind of weak” – criticizing the fact that I asked my interviewee a yer or no question even though she elaborated (so that comment does nothing for me)
- This didn’t help my writing skills or give a suggestion on how to improve the writing assignment; it just says don’t interview this way.
- “Kind of weak” – criticizing the fact that I asked my interviewee a yer or no question even though she elaborated (so that comment does nothing for me)
- Analysis comment at the end
- Didn’t say anything positive, everything was all critical – this is very discouraging and doesn’t make me want to even make improvements.
- Ask the students if there’s anything else that they don’t like about the bad peer review
- 0:08-0:15 -- Go over helpful peer review. Points to bring up:
- While you’re taking note of what needs work, don’t forget to add notes what things that you think are strong.
- “Great connection to the audience…” comment
- Give suggestions. It’s by no means forcing a change, but just something to get your peer starting to think about how they can change up a section of the assignment.
- “No real transition…consider putting something in the lines of…” comment
- Good words when making suggestions: “consider” “maybe think about” “try…”
- Notice how the peer review puts something critical close to a comment about something that they liked
- This keeps our peers encouraged that their writing isn’t useless and that there are strong aspects of it.
- Analysis paragraph at the end
- One paragraph about what was strong and what worked; make sure you take note of that so that your peer doesn’t think that their draft is completely useless.
- Another paragraph about things that could use improvement. Making suggestions, not changing.
- While you’re taking note of what needs work, don’t forget to add notes what things that you think are strong.
- 0:15-0:17 -- Go on ELMS now to make sure that the students know where to drop off the peer review (because it’s 2 places). MAKE SURE that the students are paying attention for this part. Wrap up the lesson plan by giving your email at the end for if there are any technical issues: [email protected].
Method of Assessing the Objective: After the presentations, I’m just going to ask them if everything about a helpful and an unhelpful peer review is clear to them as well as ask if anybody has any questions. If they understand what to do for the online peer review assignment then I think that the objective is met. I will also be able to assess the objective when I actually look at the peer reviews.
Instructional Materials: Attached are the good and bad examples of peer review for the class.