Next Steps
If time were allotted, I would have liked to implement a third phase of intervention in the peer feedback process. Because I determined that only half of my students were able to produce three out of three quality questions for their peers in Phase Two, I think a more detailed scaffold would be beneficial to support students who struggled in the process and to further examine student effectiveness in producing feedback. For example, I would have provided sentence starters for students to utilize during the process. This scaffold might look like the 5 W's (and 1 H), "Who, What, Where, When, Why, and How", which would give starters and ideas for students to use when generating their clarifying questions. An example of this would be if a student used the sentence, "Charlotte is extremely loyal," then the student providing feedback could use the question sentence starters to say, "When was Charlotte loyal in the beginning chapters?" or "How do you know that she is loyal?" or "Who is Charlotte loyal to?" These types of questions would help the student receiving feedback to be more specific in their writing for the second draft. It is anticipated that this would be a helpful scaffold for students to further develop their skills at providing feedback to peers.