This simple form guides students to critique each other’s presentations as well as to jot notes for themselves about strategies to use and pitfalls to avoid when they give their own presentations. Because this form is simple it’s easy for students to use, but some guidance and encouragement may be needed from the instructor for students to go beyond the basic “It was good.”
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There are many reasons to have students give each other feedback on their writing, but students are likely to require some guidance to give effective peer critique, and coordinating critique requires some planning. Advantages of peer critique Students learn from seeing effective practices modeled by other students as well as from seeing pitfalls they’d like to avoid. Struggling to understand a peer’s writing emphasizes for students the importance of writing clearly. Writing recommendations for improvement helps students to clarify their own understanding of how to write well. Students often learn from their peers’ comments that their writing isn’t as clear
Read more →Feedback can come from instructors and from peers. Advantages of Peer Critique of Presentations When presenters hear the same feedback from more than one student, they’re likely to pay attention to the feedback. Students learn from seeing their peers present and reflecting on what works and what doesn’t Students become more active listeners if they need to give feedback If students put their names on the feedback forms and you collect the forms, you can use them as a record of attendance. Steven Kleiman of M.I.T. reports on his experience with peer critiques here. Guiding Peer Critique Students rarely give
Read more →[The following notes are about Steven Kleiman’s 2010 Undergraduate Seminar in Computational Commutative Algebra and Algebraic Geometry, in which the students give the lectures.] This spring of 2010, I tried something new: in-class critiques. They worked out very well, far better than I ever expected. When the students arrived for class, I gave them each a standard sheet of blank paper. During each student’s lecture, the others then wrote a critique, describing what was done well and what needed improvement, so as to reinforce good practices and suggest opportunities for growth. The critiques are marvelous — friendly and constructive, addressed
Read more →Context: This lesson plan is from a weekly communication recitation that accompanies M.I.T.’s Real Analysis (18.100C). This week students learn about continuity and compactness (Rudin pp. 85-93). The material is relatively easy, but students may have trouble with writing epsilon-delta proofs. This recitation occurs after students have written drafts for this proof-writing assignment. Authors: This recitation was suggested by Susan Ruff with refinements by Kyle Ormsby. The skit was suggested by Katrin Wehrheim, and was developed by Katrin, Susan Ruff, and Joel Lewis. The skit was converted to a handout by Kyle Ormsby. Communication objectives: Give and receive collegial peer
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