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Eli Workshop PowerPoint

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Eli Workshop, November 11, 2011

Eli Workshop, November 11, 2011

Published in: Education

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  • Bullet 1 annotations - Hayes, 1996; Hayes & Flower, 1986; Sommers, 1980; Wallace et al., 1996 Bullet 2 annotations - Bridwell, 1980; Flower et al., 1986; Galbraith & Torrance, 2004; Hayes & Flower, 1986; Wallace & Hayes, 1991
  • Bullet 1 annotations: Kieft, Rijlaarsdam, Galbraith, and van den Bergh, 2007 *Transition to Bill
  • Bill of Jeff take this
  • Bill of Jeff take this
  • Bill of Jeff take this
  • Transcript

    • 1. One Writer. Many Reviewers. Better Writing.
    • 2. Peer Response & Evidence-Based Teaching in the Humanities
      • Bill Hart-Davidson @billhd Mike McLeod @mcleodm3
      • Michigan State University
      • WIDE Research Center
      • hartdav2@msu [dotty] edu
      Note: these slides accompany a hands-on activity conducted with elireview.com @elireview
    • 3. Agenda
      • A brief introduction to and tour of Eli
      • Breakout Sessions:
      • 1. Doing a Review in Eli (Students POV)
      • 2. Building a Review in Eli (Teacher’s POV)
      • 3. Discussion: How Do You Use Peer Response?
      • Wrap Up, Q&A, lunch!
    • 4. Origins of Eli
      • Invented by writing teachers for writing teachers
      • Design grounded in theory & research (peer reviewed & published)
      • Created, tested, and used in our own classes for two years
      • Problem: How can we foster (and teach) more review and revision cycles than current technologies and time allow?
    • 5. Research, Review, Better Writing
      • The 2007 National Assessment of Educational Progress (NAEP) writing assessment:
    • 6. Research, Review, Better Writing
      • The 2007 National Assessment of Educational Progress (NAEP) writing assessment:
        • Routinely engaging in revision was associated with better performance
        • Students who stated that they were required to routinely revise scored highest on the assessment
    • 7. Research, Review, Better Writing
      • It is likely that giving students greater opportunity to revise will lead to improved writing.
    • 8. Research, Review, Better Writing
      • Yet:
        • Students usually do not spontaneously revise at an optimal level and require explicit instruction
        • Experts revise more often than novices, who tend not to spend much time revising
    • 9. Research, Review, Better Writing
      • And so:
        • Instruction focused on a revision strategies was most helpful for writers with an undeveloped writing strategy
        • High quality revisions must be shaped by high quality review processes—this must (and can) be taught
    • 10. What is Eli?
      • Coordination tool to facilitate peer review
      • Allows teachers to focus on teaching and not:
        • Collecting papers
        • Compiling drafts, comments, revisions
        • Multi-day peer review activities
    • 11. What is Eli?
      • Drafts, comments, revisions automatically gathered in one place
      • Collects data about student writers across courses and across academic careers
      • Instant, real-time feedback on writing and reviews
      • Powerful analytic data about student writing and review work
    • 12. What Does Eli Do?
      • Review Analytics:
      • All review information is aggregated in a single dashboard view
      • Trends that correspond to your learning goals are visible
      • Drill down to see individual students ’ work in two important roles: as a writer AND as a reviewer
    • 13. Working with Eli Today
      • With Mike in Room 305
      • Gain access to today’s workshop via Secret Code
      • Short writing & review activity
      • With Bill in Room 306
      • Demo: analyzing review results
      • Build a review activity
    • 14. Create an Eli Account
      • Go to http://elireview.com and click ‘Sign Up’
      • Create an account
      • If you provide an email address, you’ll be asked to verify it (if you want to be a teacher in Eli you must provide an email address)
      • When complete, wait at the Eli dashboard for our secret code
    • 15. The Writing Activity
      • Write a fancy pants conference title of the sort you’d expect to see included in the program of an academic conference in your discipline.
      • Learning goals:
          • Students will understand the structural characteristics of the genre
          • Students will be able to write a compelling title of their own
          • Students will be able to correctly deploy the medial colon
    • 16. The Mini Review
      • Please read the draft titles submitted by your peer group and offer feedback. Use the check boxes to indicate whether their drafts meet the listed criteria. Answer the star questions, and offer a revision suggestion comment.
      • As you will see…the magic happens when we align response types and prompts with our learning goals in ways that will generate helpful data…
    • 17. The Mini Review, II
      • Criteria Matching
      • The draft title contains a medial colon.
      • The draft contains a phrase meant to catch attendees attention.
      • The draft contains a phrase meant to communicate the presentation’s purpose.
      • Scaled Items
      • I would attend this presentation.
      • I am confident the medial colon was used appropriately.
      • Comments
      • Describe one change the writer could make to really improve the draft.
    • 18. Response Types: Criteria Matching
      • In a criteria matching response, the prompt names a trait that you wish reviewers to identify in their peers' work.
      • Criteria matching items offer writers formative feedback the helps them prioritize next steps for revision. Criteria matching elements are also aggregated for the whole class, which helps a teacher to see what kinds of issues to prioritize in discussion with the larger group.
    • 19. Response Types: Scaled Items
      • These are questions that the teacher asks the reviewer to respond to on a scale. They can be used to provide feedback ranging from formal to informal at just about any stage in the process. Like criteria matching, scaled items are aggregated for the whole group so the teacher can see class averages and compare the results of individual students with those of the whole group.
      • Eli also identifies "peer exemplars" by showing the teacher those students whose work scores highest on scaled items.
    • 20. Response Types: Comments
      • Comments are open-ended text responses from reviewers. Comments can be attached to specific passages in a text. Instructors can prompt reviewers to offer specific types of feedback with a comment response if they like.
      • All comments from all reviewers are collected in one place, making it easy for a writer to strategize a revision plan. Instructors can view comments from reviewers as they come in during a review. Instructors can also endorse a comment by clicking a button.
    • 21. One Writer. Many Reviewers. Better Writing. Thank You! @billhd @mcleodm3 @elireview elireview.com