This is great!! I have a few logistical questions— what does this day actually look like? (Do they bring paper copies? Digital? Read their work aloud? Read peers work silently?)
Also, how long is the time period between workshop day and when the final draft is due?
Thank you as always for your generous sharing— my classroom is better because of you!
Great questions! It is entirely digital—students share copies of their Google Doc drafts (I actually create all formal writing documents and share them out, so I have access to them all throughout the process) with their group members. They then exit out from the document, as it is important that they are giving their full attention to feedback for others as opposed to what is being left on theirs.
Then they silently read each of their group member's pieces for ~10 minutes, including leaving feedback via the TQE format (above in post), usually with quiet instrumental music in the classroom background.
From there, it's a classic "feedback protocol": Group Member A has to silently listen to feedback from Group Members B and C and then, only after all feedback has been heard, can respond with clarifying points, ask additional questions, etc. They then rotate through the group.
Finally, they return to their original "focus value" and reflect on how they did at living up to it, and share that self-debrief with group members.
(As far as the timeline, this workshop took place on Thursday/Friday—we have a rotating block schedule, so some classes meet on Tues/Thurs and others on Wed/Fri—and then they had the rest of the period to revise and the flexibility to submit all the until Sunday evening, though many were ready to submit by the end of the period)
Thanks so much! This is all really helpful and I can't wait to start rethinking how we edit our work. I'm curious though, what grade are these students?
This is great!! I have a few logistical questions— what does this day actually look like? (Do they bring paper copies? Digital? Read their work aloud? Read peers work silently?)
Also, how long is the time period between workshop day and when the final draft is due?
Thank you as always for your generous sharing— my classroom is better because of you!
Great questions! It is entirely digital—students share copies of their Google Doc drafts (I actually create all formal writing documents and share them out, so I have access to them all throughout the process) with their group members. They then exit out from the document, as it is important that they are giving their full attention to feedback for others as opposed to what is being left on theirs.
Then they silently read each of their group member's pieces for ~10 minutes, including leaving feedback via the TQE format (above in post), usually with quiet instrumental music in the classroom background.
From there, it's a classic "feedback protocol": Group Member A has to silently listen to feedback from Group Members B and C and then, only after all feedback has been heard, can respond with clarifying points, ask additional questions, etc. They then rotate through the group.
Finally, they return to their original "focus value" and reflect on how they did at living up to it, and share that self-debrief with group members.
(As far as the timeline, this workshop took place on Thursday/Friday—we have a rotating block schedule, so some classes meet on Tues/Thurs and others on Wed/Fri—and then they had the rest of the period to revise and the flexibility to submit all the until Sunday evening, though many were ready to submit by the end of the period)
Thank you! This helps a lot!
Thanks so much! This is all really helpful and I can't wait to start rethinking how we edit our work. I'm curious though, what grade are these students?
Whoops! just seeing this—these were primarily HS juniors!