Adrienne Jankens

"Good learners, like everyone else, are living, squirming, questioning, perceiving, fearing, loving, and languaging nervous systems, but they are good learners precisely because they believe and do certain things that less effective learners do not believe and do." -Postman and Weingartner (31)

Materials for Teaching Workshop on Supporting Peer Response Across the Semester

Opening questions to tackle our prior knowledge:

  • What are your reasons for using peer response? What is/are the purpose(s) of peer response in your composition class?
  • What strategies for peer response have you tried before?

Goals for today:

  • Working on making our *purposes* for peer response match our *practices* for peer response.
  • Working on setting the groundwork for effective peer response through attention to conditions for learning.
  • Working on scaffolding peer response work throughout the semester to give students more practice and responsibility over time.


  • Cambourne’s conditions of learning diagram
  • Handout on a) scaffolding with attention to conditions of learning and b) sketching plans for peer response
  • Example of peer response directions for discussion
  • Example of strengths-based peer response activity
  • Links to WSU Teaching Blog posts on peer response


One comment on “Materials for Teaching Workshop on Supporting Peer Response Across the Semester

  1. Pingback: Composition Program Workshop on Supporting Peer Response (1/27/17) | Rhetoric and Composition Program, Wayne State University

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This entry was posted on January 27, 2017 by in Uncategorized.
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