This will be a simple blog post— sorry to disappoint my fans (all two of you). Here is my game plan after meeting about my topic and thinking about it: I need to pare it back just a bit. One comment that stuck out about my desire to tackle various types of feedback and their effectiveness was, “that’s more of a doctoral-level project. What can be done in a couple of weeks?” And I think that’s really resonating with me right now. Hattie and McDowell both have said that peer feedback can be unhelpful. However, I want to focus there. Is that *all* peer feedback (it wouldn’t seem so by the wording)? How do advanced students affect that statement? Would it be possible for AP kids to provide meaningful feedback if trained? What might that training look like? In my experience, students that can look at peer work and give helpful commentary tend to have increased awareness on their own essays. And if that is the case— if in fact there is a heightened awareness that translates to increased ability on one’s own essays— perhaps there is a way to work smarter (for kids and teachers hers) with this particular level of student and get equal or better outcomes. And at this moment in time, that’s what I plan to explore.
4 Comments
9/20/2020 01:52:29 pm
Wow, a doctoral level! I guess I have trouble with, is knowing what's apporpriate for our level? It all seems so advanced, how do we know? Meeting with the teachers helped me, but again, I ALWAYS feel I'm biting off more than I can chew with the DQ!
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Sheri
9/20/2020 03:10:24 pm
What a nice compliment that your brain was thinking like a PhD candidate! Guess we know what you can tackle next year!
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Susan Craig
9/23/2020 07:16:15 pm
Hi Jason,
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Kathy Flynn
9/24/2020 09:34:05 am
Jason,
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