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Peer Conferencing that drives Revision

Peer Conferencing that drives Revision. 5 th grade New Highland Academy Oakland, CA Aija Simmons msaija30@gmail.com. QUESTION. How does using a peer conferencing protocol support students with the revising step of the writing process?. DATA COLLECTION.

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Peer Conferencing that drives Revision

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  1. Peer Conferencingthat drivesRevision 5th grade New Highland Academy Oakland, CA Aija Simmons msaija30@gmail.com

  2. QUESTION How does using a peer conferencing protocol support students with the revising step of the writing process?

  3. DATACOLLECTION • Student writing samples before and after revision • Peer conference recording sheets • Conference video

  4. DATA ANALYSIS • Looked for revising trends that emerged across student work samples • Went through each sample and recorded which revisions students made • Listened to and analyzed video data for the types of supports students were giving each other to make revisions • Looked for correlations between the structure of the protocol and the types of revisions students were making.

  5. Two Students discuss their writing using the protocol. The writer here is really trying to push her partner to give her feedback. Then they make conclusions about what changes they will make to their writing. • There are students voices in the background who are also trying to navigate the conversation and make decisions on what revisions are appropriate

  6. STUDENT’S REVISIONS Most students made more than one type of revision 16 total work samples

  7. FINDINGS The conferencing protocol provides three main supports . - Provides writing techniques that can be used to generate revision ideas - Author’s partner suggests a possible revision - Author realizes a needed revision The protocol supports students revising at the level of the word, phrase, and sentence. The protocol does not seem to support overall structural revisions or additions of text larger than 2-3 sentences. The recording sheet does not capture the back and forth negotiations and thinking happening between the writer and the reader

  8. IMPLICATIONS • A shift in my instructional emphasis from drafting to revising and editing • Modeling the questioning used in the conference to help students analyze material we read as a class • A need to support students to set individual purposes for each piece of writing and an evaluation of rather or not they met that goal • Early and ongoing practice analyzing author’s purpose during reading comprehension to support students ability to revise

  9. CHANGES TO PRACTICE • Incorporate a structural graphic organizer into revising process • Model making structural revisions using graphic organizer • Encourage students to think about how each paragraphs supports their main idea • Make more connections between reading analysis and revising

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