Peer review is an important an beneficial step in the writing process if done effectively. The question then becomes how can you do it effectively? Today I’ll provide three examples: Checklists, Write Like a Reader and Paramedic Editing.
Why should you provide students with a checklist? First, checklists identify the key ideas/components/aspects that should be in a students writing. Second, providing students with explicit instruction increases the likelihood of them remaining on task. Basically, if you want students to be on task, make sure they know what the task is and how to do it (For a more complete discussion of using checklists, please see “Check It Out! Using Checklists to Support Student Learning” by Kathleen Dudden Rowlands) Continue reading “Learning to Write Like a Reader: Teaching Students How to Edit and Do Peer-Review”
I love using videos in the classroom: they are engaging, multi-sensory and provide quasi-authentic language. The question of course is what do you have students do while they’re watching the videos? Well, one tool I’ve come across recently is videonot.es.
Videonot.es is a web app that allows users to take notes of online videos (Youtube, Khan Academy, Coursera, Udacity) and then store and share their notes using either Evernote or Google Drive. Why would you want to use this site?
- Ease of collection – Instead of carrying paper copies, you just have students “share” their work with you (more on that later).
- Tracking the process – If you are having students write essays on videos, it is a lot harder for them to plagiarize if you are tracking their work from the very beginning.
- Collaboration – Students can share their notes and ideas with each other nearly instantly.
- Safe Keeping – Students “misplace” their paper notes all the time. Unless a student consciously deletes the file from their Google Drive account, their video notes aren’t going anywhere.
So how do you use Videonot.es? Continue reading “Videonot.es and Youtube: Watching videos with a purpose”