How To Use Peer Feedback

Introduction English teachers must teach high school students how to effectively provide feedback to peers and how to properly utilize that feedback. Throughout my seven years of teaching and two years of my undergraduate degree, I felt that the one area of teaching where I was weak was teaching writing, the writing process, especially the revising stage. I felt weak because I never received much training on how to effectively teach students to understand and be comfortable with the process. Because of this weakness, I desperately wanted to learn more about it; therefore, I applied to the Masters of Education: Adolescent Education with a concentration in English program. My hope was that I would learn through both the Education and English …show more content…
Several theories support the use of peer feedback as well as technology. The goal is to increase effectiveness of peer feedback in a workshop setting. The researcher is interested in the use of journal observations, surveys, and assessment scores to examine the effectiveness of the feedback.
Social Cognitive …show more content…
serve as an instructional tool for the writing process. Researcher Beach (2012) in exploring the use of digital literacies suggests “collaborative knowledge construction.” Teachers and students needing to use online learning platforms, including “discussion forums, social networking/bookmarking sites, not-taking and annotation tools, blogs, or wikis collaboratively to share and construct knowledge” (p. 49). It allows students to complete the writing process while collaborating. The students also become “evaluators” of the feedback provided, rather than just a subject of the instructor’s corrections (Ciftci & Kocoglu, 2012, p. 77). Using an online social network platform will allow for students to work collaboratively inside and outside of class, especially with the use of an application like Google Docs (Zhou, Simpson, & Domizi, 2012). Researchers Zhou, Simpson, and Domizi (2012) found that Google Docs “altered the ways students communicated during out-of-class collaboration” (p. 365). Students found that using Google Docs’ sharing feature was easier than opening, saving, and uploading documents repeatedly through email. Furthermore, Google Docs will allow for teachers to monitor each student’s comments and feedback due to the comment chat feature in the document (Zhou, Simpson, & Domizi, 2012). Students can comment and reply to comments using this feature, which will allow for monitoring of feedback