I was ready to get all the students to do their first recording and then listen to themself on Audacity program. We explained that if they were not happy with what they heard just keep rercording until they were satisfied. It was hard to let students (unsupervised during class time) go from the "recording studio" to the "listening studio" as they have stopped and questioned in the hallways on previous accounts by administrators/collegues. So, the students were rotating through the two studios ubtil they believed they had a good copy they were willing to share with one other person. They partnered up then listened and edited their partners oral assignment. They were to jot down suggests for their partner -----
After attending my English curricular day, I would change the way the peers edited and received the feedback... When their peer changed a part in their rough draft the student would have to explain why they changed it or why they chose to leave it the way they did.
Anyways, The students seemed to enjoy listening to their friends story. I only saw a couple of students revise their own work after listening to their peers. I'm not sure if they were using each others ideas or if listening to someones work triggered a different idea.
They all revised using their peers feedback. All the students ended up in the computer lab to start the multimedia portion of their assignment. Kirk did a good job talking to the students about citing on their pictures.
I hope to have pictures from the students working on this project in the future... stay tuned.
The longest day of the trip!!!
12 years ago
so.... can I peer edit this entry??? LOL ;)
ReplyDeletesounds like a fun and informative lesson! Keep it up ST!!!!
No, you can't edit this... these are my thoughts, sometimes random and insane!!! I can't wait to read your blog:)
ReplyDeleteI can't wait to read Denise's blog either :-)
ReplyDeleteAndrea...I am interested in your thoughts relating to peer editing. With this group we have kept this process quite basic. We have now seen how the students go through the peer edit process by not placing a great deal of documentation demands on them. You mentioned that you would like to have the students explain their edits. How would you organize the documentation of the peer edits? It would have to be designed so students wouldn't see it as busy work and the teacher actually made use of the results. Would you include this in the evaluation?