The art of peer conferencing

Ahhh, the art of peer conferencing. How many of you listen to your students give the following types of feedback:

"Great story!"
"I wouldn't change a thing!"
"Good job!"

Being that I teach special education, I hear these comments often. That is why I needed to search out to find a more effective way to get my students to respond to each other. In the article, Peer Conferences: Strategies and Consequences by Jack Wilde, this teacher discusses some of the strategies that he has used in his classroom to help students articulate specific feedback.

We know that students need to practice conferring and giving feedback. In most cases, kids (and adults alike) share how we feel about a piece instead of what works/doesn’t work. I mean, think about any book or movie you've seen. How often do you explain what does and does not work? (I know I don't!) And with that said, Mr. Wilde points out something so relevant to my students and my classroom: there is an assumption that the reader knows what the writer knows (keep in mind we are not mind readers). Also, kids assume that the writer will know what ‘that’s great’ means!

One of the ways that Mr. Wilde proposes that we change peer conferencing is by conferencing on books read aloud TOGETHER (this is “safe” b/c we are not conferencing about peer writing). During this time, Jack explains that he makes sure to read acknowledgements because it shows that even authors work with others to get feedback on their writing before they publish it!

After the book is read aloud, a simple question is asked: 'What worked for you in what we read today?' The answers are discussed aloud in a big group. This helps students (especially ones who are apprehensive about responding) to get an idea of what others are saying. Hopefully in time those who are shy will begin to speak up.

Then, it becomes time to respond to the read aloud in written response format. This is important because it gives kids a chance to think on their own about the question. It's explained that kids must cite examples to go along with any statement they make. Through conferring orally, this practice should come naturally to the students.

As the students continue with their own writing, the teacher sets up conferencing in groups of 4-5. These groups tend to be mixed-ability groups. Rules are discussed, such as no comments allowed that say 'here's how I would fix this piece' and students must make revisions to their paper. Too often, students declare themselves "done" with a piece without going back and looking at it.

It's really simple. Kids just need time to practice the art ofconferring. I believe if we model and give students the opportunity to practice this art, they will get it and become better in the writing process.

To read the article, click here:
http://www.learner.org/workshops/writing35/pdf/s6_peer_conferencing.pdf