Goal-setting: Goal-setting fits well since I have my students write a reflection and a list of goals for their writing on the first day of class, and then have them write a mid-term reflection and goals for revision when we conference at mid-term. I think I could do an even better job of this by involving my students in the assessment process by producing a simple rubric and then using that as we peer review writing throughout the term. Having the students measure goals they are invested in seems like it might be useful.
I like to students to reflect on their approach to the process they took in constructing the piece of writing. I want them to discuss what they had struggled with and what they felt good about. I want them to revisit the assignments expectation . . .
For each paper, I use the Dear Reader letter exercise in Nancy Sommers' Responding to Student Writers (12-13). The reflection prompts are very similar to what was presented. If a student does this exercise thoughtfully, it can set the context for reading the student's paper. However, in some situations, the student may just "go through the motions" and may not be very helpful in framing your reading/grading of the paper. I plan to "mix it up" and utilize some of Kathy's ideas so it is not the only reflection on the writing that becomes too much of a chore and promotes students writing the same things (even with different papers/genres)…although I did modify the letter for the annotated bibliography genre.
Adding context to response: of these models of reflection, which seems the best fit for your pedagogy and why? How could you use it?
Goal-setting: Goal-setting fits well since I have my students write a reflection and a list of goals for their writing on the first day of class, and then have them write a mid-term reflection and goals for revision when we conference at mid-term. I think I could do an even better job of this by involving my students in the assessment process by producing a simple rubric and then using that as we peer review writing throughout the term. Having the students measure goals they are invested in seems like it might be useful.
ReplyDeleteI like to students to reflect on their approach to the process they took in constructing the piece of writing. I want them to discuss what they had struggled with and what they felt good about. I want them to revisit the assignments expectation . . .
ReplyDeleteFor each paper, I use the Dear Reader letter exercise in Nancy Sommers' Responding to Student Writers (12-13). The reflection prompts are very similar to what was presented. If a student does this exercise thoughtfully, it can set the context for reading the student's paper. However, in some situations, the student may just "go through the motions" and may not be very helpful in framing your reading/grading of the paper. I plan to "mix it up" and utilize some of Kathy's ideas so it is not the only reflection on the writing that becomes too much of a chore and promotes students writing the same things (even with different papers/genres)…although I did modify the letter for the annotated bibliography genre.
ReplyDelete