Planning cycle 2 – Writing lessons

Day 22, 1 May

Keeping in view the observations and documentary evidence from both initial investigation and cycle 1, I reflected on the lessons and took into consideration the following issues while planning my next cycle today:

a. During the initial investigation, not all students came forward to get feedback on the written tasks. Feedback was self-initiated (students approached me if they wanted feedback) In addition, those who came, received a very general feedback (i.e. on structure, and communication principles) due to lack of time.
b. In order to maximize the effectiveness of feedback in cycle 1, I focused on the writing process rather than the end product and also on students getting feedback on draft 1 through peer review form and later improving draft 1 and writing a second draft on which I gave them feedback. However, analysis of peer review forms revealed that most of the forms were either blank or incomplete. Students avoided giving reasons for why they marked a particular skill as good or average. Also, suggestions for improvement were quite general without any indication of error/mistake in draft 1 and in some cases irrelevant feedback too.
c. In cycle 1, though the writing tasks were better structured (the booklets) with improved guidelines and instructions and almost everyone submitted their booklets. However, when I marked the tasks, I found only a few booklets that actually followed the instructions in its entirety (i.e. completion of draft 1, peer review form and draft 2). Majority of the students had given incomplete booklets for correction and feedback. So I gave feedback to only those students whose booklets were complete. Rest I returned without marking and asked the students to complete the task.
d. Though in my initial investigation, I did not make much effort to monitor students’ on-task behavior, in cycle 1 I did manage to move around in the class and see whether all students were on-task. In doing so, I was particularly able to guide students who were struggling with the task. Though, student satisfaction was greater when I moved around and signed their booklets. BUT MOVING AOUND IN THAT HUGE ROOM IS BREATHTAKING.

Here’s what I plan to re-consider:
a. Creating interest in the value of feedback from both ends (students and the teacher).
b. Ensure completion of the task.
c. Design self help guides which means developing material with more clarity: giving proper instructions, samples, self-help exercise and peer review form that has greater precision so that students avoid giving a general feedback.
d. Leaving blank sheets for both draft 1 and 2 for SS ease.
e. May be there can be others ways to ensure that everyone is doing the task…hmm…what if I ask random questions regarding the lesson or what exactly are they writing at a particular moment? OR if I can get them to write the task in parts and randomly make a few students to read each part as they write (but this is time consuming). I think I’ll stick with the tiring exercise and also ask questions regarding the task.

Plan for Cycle 2
The topic for the next lesson is memorandum writing. I’m using the booklets again, but this time I have made it look like a self help booklet. First, I will introduce students with the concept of memos. I plan not to talk much about the topic; instead I’ll give them a sample memo and will ask them to go through it. Then the next task will be to review the parts of the sample memo by answering some questions about the key characteristics of memos (E.g. structure, content & organization). Spending roughly 15 minutes on this task I then plan give 5 minutes for Q&A before I initiate the memo writing task. Upon completion of draft 1, students will fill out the peer review form (which I revised keeping in mind the outcomes and feedback from the previous cycle). Then there is another blank sheet for draft 2. Unlike the previous cycle, I have not given a self – assessment form in this booklet as I realized students are more interested in teacher feedback then self assessment. I plan to ensure that students complete at least draft 1 and peer review form in the class and draft 2 can then be given as a home assignment. All I’m interested is in the process of writing and generating effective peer feedback. I think getting the first two tasks completed in the class will allow me to ensure both effortlessly in the given time. Rest, I hope things run smoothly tomorrow!