Students Use Discussions on EDU to Respond to an Article
Type of technology: Edu2.0/NEO
SAMR Model Rating: Augmentation
Grade level: 3rd-6th
Subject area: Writing
EDU Success has a great way to inspire kids writing while receiving feedback from their peers.
The assignment is to read an article (iPads with News-O-Matic) then respond in a group discussion format to give and receive feedback.
Objective: The student will be able to read an article, write a summary and be able to reflect on feedback.
Students select an article to read (If your school has News-O-Matic then they have a daily electronic selection). Scholastic, National Geographic and other weekly readers work as well.
They write a 5-7 sentence summary of the article in their NEO/EDU Discussion Assignment. This should include an introductory sentence stating the article they read, a few detailed sentences with evidence from the article and a concluding sentence.
Students are then given the task of responding to other student’s articles to give comments and feedback.
Students have the opportunity to read comments from others and reflect. See the small circle from the photo above where the students can see how many responses they have received.
The writing rubric adopted by our district works well. This works well and can be adapted for grade 3-6 writing rubrics.
The Discussion assignment allows you to personally enter scores based on their writing and responses.
Option: I have had students score other student responses by votes. This is a feature of the discussion assignment in EDU. They can give positive and negative votes. I only allow positive votes and give rewards to students who have excellent responses along with a large amount of votes from their peers. I suggest you do not allow negative votes or table that option until a later date when they have a better feel for how the vote and responses work.
I give this assignment often and it is a great format for the students to express their opinions and respond to feedback. The students respond with positive comments (such as “I learned al lot from what you wrote, I agree with what you wrote”) and constructive criticism (such as “you didn’t write enough so I knew what you were saying or I didn’t understand what you were saying”) and the overall the responses help the student improve their writing skills. Try it out and see if it works with your students!