I love setting up structures that allow classmates to SHARE student work and VIEW the work of their peers. When I have managed to pull this off, it has always been one of the most impactful exercises my students have done!

Let me be clear. It’s not that the activity is that challenging to facilitate or manage, it simply takes planning. Sometimes with our hectic schedule, planning is a scarcity!

Therefore, learning about this activity ahead of time will help you be more efficient with your time and execute the activity seamlessly!

Here is what you need to know:

The Purpose

The purpose of this activity is allowing students to showcase their own work and to view the work of their peers. In doing so, not only do they get to celebrate the effort they’ve put into their writing, but they also strengthen their communication and collaboration skills!

Author’s Chair

The student seated in the author’s chair must present their poem and answer questions about it. Therefore, they have to know their work on more than just the surface level. Here are some questions authors should be able to answer about their work:

1. What is the theme or message of your writing?
2. Why did you choose this style of writing?
3. What do you think the reader should know in order to gain a better understanding of your writing?
4. Share one or two sentences that hold a lot of meaning or power and explain them.
5. What was challenging about the writing process for you?
6. If you could give advice to a future student doing this work, what advice would you give?

Peer Reviewer

The student acting as a peer reviewer gains practice in asking questions, gathering information, and providing feedback all while directly in front of the author. In today’s world, oftentimes humans get to sit behind a screen when socializing. This activity draws students outside of their comfort zone and gives them an opportunity to practice these interpersonal skills.

The peer interviewer would ask the above questions but they could also provide some feedback to the authors such as:

1. Share their favorite part of the writing.
2. Identify one or two strengths and/or areas for improvement of the writing.
3. Explore what connections, thoughts, or questions they have about the content of the author’s writing.

The Setup

The format of this activity is fairly straight forward. Envision a speed-dating format. For example, if you have 24 students you would need to set up 12 different stations where two students are able to sit (across from each other or side by side).

Split the class in half. Half A will be in the author’s chair first. Half B will be the peer reviewer. I would hold with this format for an entire class period (maybe two depending on how many students you have). Then switch roles so that each student has had the opportunity to be both an author and a peer reviewer.

Any difficulties that may arise will depend on the space you have available to you. This will be a fairly noisy activity as pairs will be talking at the same time. Keep this in mind when setting up stations.

The Routine

Authors will remain seated at their station throughout the entire time their author half is presenting. Only the peer reviewers will move around the room. Think like an old school science fair where the presenters stay by their trifold presentations while the audience moves around the space.

Decide how long you want each partnership to have together. Things to think about:

1. How much time will be needed for the author’s work to be read or shared?
2. How many and what questions will the peer reviewer ask?
3. Will peer reviewers be required to take notes or jot down thoughts?
4. What amount of time will be needed for transitioning?
5. Will you want the whole class time at the end to share overall thoughts about the activity?

Once you’ve thought about the answers to all of the questions above. Choose the amount of time each author/peer pair will have.

TIME THEM! Having a timer is CRUCIAL to any organized, efficient, and meaningful station activity! Displaying the timer on a whiteboard or TV screen is SUPER helpful for students to self-monitor their progress as well.

The Outcome

Joy * Pride * Wonder * Curiosity * Engagement * Motivation * Connection

Honestly there are so many positive outcomes that unfold when students are able to share their own work and view the work of their peers. ESPECIALLY, if you have been doing the work in your room to create a safe, secure, and supportive classroom space.

Students will be proud of the work they’ve done and enjoy hearing the feedback from their peers. Participating in an activity like this also creates motivation and higher engagement in future activities too!

Plus – all of what I’ve written thus far doesn’t even touch the academic benefits of this activity. I listed those in the PURPOSE section above!

Variations for Student Support

Presenting anything in any format can be anxiety-inducing for some students or simply present a deeper challenge for some students more than others. Here are some suggestions I have for differentiation:

1. Have students invite a guest to be their peer reviewer (a trusted family member, staff, or friend from another class).
2. Allow students to present in pairs (maybe a fellow classmate wrote on a similar topic or in a similar style).
3. Allow students to pre-record a video and play the video for their peer reviewer.
4. Provide sentence starters or word banks for multilingual learners and other students who may benefit from them.
5. Schedule PLENTY OF PRACTICE for students ahead of time to get more comfortable with the questions and with asking and answering questions.
6. Showcase examples and model the activity ahead of time (this could be done with a volunteer student in the space, a fellow teacher, or an administrative team member)

Speaking of Sharing

If you’re feeling adventurous and you give this activity a go, I’d LOVE to hear about it. Reach out via email to inwardandupwarded@gmail.com or find me on Insta @inwardandup.

Hearing about how things are unfolding in YOUR classroom not only improves my process, but it brings me joy (whether its good news or bad news).

Talk soon!