Writing Stations

Flipped Instruction & 1:1 Feedback with Pre-Scoring

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Marisa Thompson

@MarisaEThompson

unlimitedteacher.com

Dear teachers,

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Catlin Tucker’s post about Writing Stations inspired me, but I had to figure out the logistics and my purpose. I wanted to provide feedback during the writing process instead of after students submit their essay. I also couldn’t keep assessing their writing the same way: every set of essays took nearly 40 hours of scoring. As a result, few cared about the feedback when essays were returned.

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Her method was worth trying. Students prefer this method to my traditional writing plan. It increased quality and accountability while decreasing stress (for students and me). Though our meetings were fast, each student got 1:1 feedback and a pre-score for each assessed standard three block periods in a row.

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The process took some setting up and will require more exercises and samples, but it saves much more time than it takes. Pair this with ProKeys (thanks George Porter for the tip & Robert Allen for the tutorial!) and Google Classroom; I’ll explain as I go.

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Questions, concerns, or successes, please get in touch! All notes are on a purple background.

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All the best,

Marisa Thompson

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Writing Practice with

Efficient & Effective Feedback

at the Right Time

Three Rounds of Station

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Four Stations per Round

• A: Feedback
• B: Work Time, Apply Feedback
• C: Mini-Activity
• D: Mini-Activity

Two Small Groups per Station

Daily 1:1 Feedback & Pre-Scoring

Feedback using ProKeys & hyperlinks

Final 1:1 Post-Scores

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Suggested Stations Map: Groups Rotate Clockwise

A:

Feedback Station

Group 1

Optional:

Opt Out?

D:

Mini-Activity

Station

Group 8

D:

Mini-Activity

Station

Group 7

C:

Mini-Activity

Station

Group 6

C:

Mini-Activity

Station

Group 5

A:

Feedback Station

Group 2

1:1 Feedback:

Teacher & Student

B:

Apply Feedback, Work Time

Groups 3 & 4

*** With each day, change where groups start so each group can get 1:1 feedback first.

A: Feedback, Work Time

B: Apply Feedback, Work Time

C:

D:

A: Feedback, Work Time

B: Apply Feedback, Work Time

C:

D:

A: Feedback, Work Time

B: Apply Feedback, Work Time

C:

D:

IMPORTANT!

When leaving comments on a Google Doc, make sure you don’t highlight the text of the students’ writing because when they revise, the comment will be gone.

Having the comments stay so you can see them during the final score sessions is helpful and makes grading more efficient.

So! Put a comment after the sentence in a space and remind students not to delete that space!

Hat Tip: Tasha Borders

The Process

Round 1

1. Project Groups & Assigned Stations as Students Enter
2. Set 30 min. Timer on Computer for Automatic Station Changes
3. Teacher sets 3 min. Timer on Phone for 1:1 Feedback
4. Students complete station task, work on essay, then switch when 30 min. Timer goes off
5. Teacher meets 1:1 to offer feedback, pre-scores

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Round 2 Repeat; Round 3 Repeat

Final Round: 1:1 Post-score 5 min. while students move to next unit or project

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The Preparation

1. Create a Writing Stations Folder
2. Create materials to be posted in GC
3. Determine Station focus & write station exercise instruction sheets (View Only)
4. Create Small Groups
5. Create Pre-Score Categories

• Create ProKeys “Snippets”
1. 10 min. ProKeys Tutorial
2. KEY: Feedback & ProKey codes
3. ProKeys.txt File to Import
• Post Material:
• Writing Stations Presentation (Hyperlinked; View Only)
• Post Assignment with a Blank Doc

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Google Classroom

Document List

Presentation

1 - Writing Stations Student Copy Hyperlinked Presentation

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Documents

Select View Only:

• Writing Stations: The Process
• Instruction Sheet per Station (see slides)

Select Make a copy for each student:

1 - Drafting Document

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Grade Categories

• Scoring with different sheet for each class (sample) OR
• Aeries Categories that you’ll update with each round of feedback

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Small Group Example

Station A: Group 1 - Elizabeth, Paige, Cameron, Gabby

Station A: Group 2 - Bella F., Brenden, Rhianna, Melia

Station B: Group 3 - Aiko, Jack, Evan, Lauren M., Taylor

Station B: Group 4 - Isabella O., Meadow, Darren, Jeremy, Caleb

Station C: Group 5 - Luke, Lauren R., Ella, Derek

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Station C: Group 6 - Charlotte, Trevor, Will, Grace F., Sophia

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Station D: Group 7 - Ethan, Callie, Grace B., Travis, Rachiel

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Station D: Group 8 - Nathan, Lena, Maya, Brayden, Larissa

The Student Copy of Writing Stations Presentation follows this slide.

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Please feel free to use the hyperlinked documents, as well.

Writing Stations

Flipped Instruction & 1:1 Feedback with Pre-Scoring

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Marisa Thompson

Carlsbad High School

@MarisaEThompson

How will this work?

Please read the linked document.

Stations: Day One

1. Feedback & Pre-Scoring
2. Work Time
3. Purposeful Evidence
4. Analysis

• Google Classroom has the day's station slides (instructions, samples, videos will be included).
• If you cause the interruption, you have sacrificed your scheduled time and will need to stay at lunch.
• The switch from station to station needs to be efficient and quiet (30 min per station).
• Finished with station activity? Edit or draft the essay, preferably to check the station's focused instruction in your draft (Analysis Station? Check your analysis!).
• Feedback & Pre-Scoring: You will have only 3 minutes. While waiting, perfect your essay. Before arriving, your essay must be pulled up and ready.

Stations: Day Two

1. Feedback & Pre-Scoring
2. Work Time
3. Conclusions
4. Peer Commenting

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• Google Classroom has the day's station slides (instructions, samples, videos will be included).
• If you cause the interruption, you have sacrificed your scheduled time and will need to stay at lunch.
• The switch from station to station needs to be efficient and quiet (30 min per station).
• Finished with station activity? Edit or draft the essay, preferably to check the station's focused instruction in your draft (Analysis Station? Check your analysis!).
• Feedback & Pre-Scoring: You will have only 3 minutes. While waiting, perfect your essay. Before arriving, your essay must be pulled up and ready.

Stations: Day Three

1. Feedback & Pre-Scoring
2. Common Errors
3. Peer Commenting
4. MLA & Works Cited

• Google Classroom has the day's station slides (instructions, samples, videos will be included).
• If you cause the interruption, you have sacrificed your scheduled time and will need to stay at lunch.
• The switch from station to station needs to be efficient and quiet (30 min per station).
• Finished with station activity? Edit or draft the essay, preferably to check the station's focused instruction in your draft (Analysis Station? Check your analysis!).
• Feedback & Pre-Scoring: You will have only 3 minutes. While waiting, perfect your essay. Before arriving, your essay must be pulled up and ready.

Sophomore Groups (Period 2)

Station 1: Group 1- Nisha, Justin, Maele, Lucas S.

Station 2: Group 2-Amanda, Lucas R., Sophia Z., Maggie

Station 3: Group 3- Matthew, Lauren, Arjun, Sofia H.

Station 4: Group 4- Max P., Johnny, Whitney, Karen

Station 5: Jaden, Sam K., Sydney

Station 6: Group 5- Chloe, Megan L., Carson, Bryn

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Station 7: Group 6- Ava, Nate, Jordyn, Sam C.

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Station 8: Group 7- Max G., Taylor, Hailey, Gus

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Station 9: Group 8- Maddie, Elysia, Megan W., My Linh