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Giving and Receiving Feedback_EXP

Description 

How do authors collaborate to improve their writing?
Give and receive feedback that is focused and constructive, and that will help the author improve their draft.

 

Time To Complete 

1 Day

Common Core Standards 

  • CCRA.SL.1
  • CCRA.SL.3
  • CCRA.W.5

I Can Statements 

  • I can, with some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (6-8.WHST.5)
  • I will know my use of feedback and revision are of high quality when my draft:
    • Incorporates feedback from peers and adults
    • Is edited for content, form, and standards of written language
    • Meets the requirements for the assignment in terms of content, format, and length

Suggestions for Assessing Student Readiness to Move Forward:

  • Confer with students, first asking them to point out specific revisions they made and explain how they incorporated feedback into their work; later, review their drafts for format and correctness.
  • Ask students to use rubrics/checklists to self-assess their work and develop a plan for further revision or editing.

 

Possible Activities 
  1. Have students read each other’s drafts using a peer-revision checklist (see resources below) and provide feedback to the author. A time-efficient way to do this is to upload drafts to a class website and have students leave comments to the author as an out-of-class assignment. 

  2. Create a sheet that allows students to ask specific questions for feedback to multiple revision partners. 

  3. After reviewing drafts you may want to order a specific set of mini-lessons based on student need. These mini-lessons can then become part of the expectations for revising.

     

  4. Provide modeling and/or use fishbowl exercises (see resources below) to support students in giving constructive and considerate feedback.

Downloadable Resources 
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