I have seen the light!

After reading more articles on peer groups I really do see the value of these. I think I was so opposed to peer response groups in undergrad because they were not handled correctly. I was never given valuable comments because my teachers did not structure the groups properly. After this week of reading and learning about peer groups I now have a much better grasp on how to approach them. For today’s readings I really liked the ideas presented in Paul Johnson’s article. I did like the relationship building groups discussed last class in Murtz’s article, but I think Johnson’s approach is just as effective without needing to spend time and dealing with students straying from the main point of the class. Posting papers online and having students respond with different names is a great idea. It could work in our technology classrooms and may be easier for students to use the technology to respond instead of handwriting out responses. I also think this could work in class, with students not putting their names on their papers and then distributing the papers out randomly and having respondents also not include their names.

I think this approach allows students to really make their comments and respond to each other without worrying about hurting someone’s feelings or being too critical Johnson’s approach really seems to get away from the one word response or the “nice” responses students feel they are obligated to make.

I was more critical of Kate Freeland’s article. I thought her expectations of individual conferences with students were rather high and a bit dreamy. She is under the impression that each piece of writing her students submit is like the newest masterpiece. I think meeting with students about their writing is a good idea, but I think by her taking so much class time away to do so is not the best idea. I think instead of getting the response of other students and if they needed the help of the teacher after class or during office hours Freeland is just offering up her opinions. Her students are only receiving feedback from her and not their peers. After reading these four articles this week I now see the value of peer groups and the right approach to peer groups and I do not see as much value in the approach Freeland takes.