John Spence podcast

The assignment is student-centered and helps students express themselves and apply what they're learning. Peer assessment is discussed, including the importance of clarifying questions and paraphrasing. The process goes both ways, promoting kindness and setting high expectations. The speaker believes this approach can be used in different grades and situations, benefiting students and even adults. I think this assignment is very student-centered and allows the students to express themselves and to apply the information that they're learning and really learn skills that they will use in the classroom and use in real life, like giving feedback and admitting when they're wrong and working on those mistakes. I think that those are valuable life skills that everyone should have that we often don't teach. But I'm going to be specifically talking about the peer assessment, which I started to talk about. But I love the way that John Spence puts it, and he makes like a table about it. I love that it has a time limit, so it doesn't give unequal amounts of time for students to give feedback but not clarify questions. I think it is important to teach your students clarifying questions before you give feedback because you need to understand fully what the other person is trying to convey. I also love that there is a part to paraphrase what she or he heard from, like the partner A heard from partner B. I think that that is a fantastic way to get your students to understand what the feedback person is trying to say, and I think we forget that. And I love that it goes both ways, it's not just a one-sided thing. So they have to be kind to each other. I love, yeah, I really love that, and I think that I would use this in my classroom even with little kids. And I'm in a preschool classroom right now, and I think it would be really beneficial and it would set high expectations for the way that they should act. By having them not necessarily sit down and make the project, but have this peer assessment kind of a way to go about things. So when one kid, for instance, knocks over a block for another kid, I can sit there and be like, what happened? And then I can have them do the clarifying questions to each other, and then giving feedback to each other, and then have the kid who felt hurt that his blocks got knocked down paraphrase what the other person was saying, and then we could talk about what the next steps are. And I know that's not specifically the same thing as this project is saying, but I think it's very applicable to multiple different grades and multiple different instances, and I think that it's really valuable. It is something I never really thought about, and thought about to this extreme at least, and I think that is really important for students to know. Honestly, there are so many adults that I know that don't know how to do this, and I think we could learn a lot from it.