A Learning Experience through Peer Review

An Overview of the Daemen College Teacher/Quality Leadership Partnership

Learning Experiences provides a foundation for implementing explicit teaching of a lesson.

• Step 1: Knowledge of New York State Standards and core curriculum.

• Step 2: Knowledge of your district’s tools (i.e. textbooks and other programs) to implement lesson and/or activity.

• Step 3: Ability to clearly plan a lesson in a manner that is clearly understood by others

• Step 4: Use of assessment of student skills at the completion of the lesson and/or activity

PurposeLearning experiences provides the following

benefits:

• Application of the New York State Standards

• Clearly defined procedures

• Assessment

• Self-reflection of the lesson or activity

• Use of peer review to strengthen best practices

by providing input from professionals

Components of Learning Experiences

• Goal(s) or objective(s)

• Use of NYS Standards

• Congruency table aligned to NYS Standards

• Essential & guiding question(s)

• Classroom procedures/routines/seating charts

• Prior knowledge needed to be successful

• Anticipatory set and step-by-step procedures

Components (cond ’t)

• Modification table

• Time required (preparation, implementation and assessment)

• Assessment (diagnostic, formative, summative). Use of rubrics, teacher observation and other curricula tools.

• Reflection of the lesson. (Was the lesson appropriate? Did it meet the standards? What would you change? What would you add to strengthen the lesson)?

CREATION AND IMPLEMENTATION OF

THE LEARNINGEXPERIENCE

Lesson is created and refined

Each component of the activity entered on to the template

Teacher implements the lesson, use the assessment tools and reflect on the lesson as a whole.

After Implementation of the Learning Experience

Peer review provides a structured foundation all educators to strengthen lessons and activities. The foundation includes a procedure for feedback and open conversation to clarify and modify the lesson.

The dialogue is professional and structured.

Use of set protocol for implementation of the peer review process offers a “safe” environment for the presenter. Comments (warm and cool) provide needed feedback to clarify the lesson.

Requirements for Peer Review

• Facilitator- directly guides the format of the peer review protocols

• Recorder-note taker for the process

• Timer-monitors time for each section

• Peer review protocol sheets

• Non-threatening environment. Chairs placed in a circular configuration

Components of Peer Review

• Introduction (3 minutes)

• Presenter (10 minutes)

• Quiet time (10 minutes)

• Feedback from reviewers using warm and cool comments (10 minutes)

• Response by presenter from the comments (10 minutes)

• Open conversation (10 minutes)

• Summary (3 minutes)

After Peer Review

• After the peer review process, the educator can make changes to the lesson with direct input from other professionals

• Clearly defined procedures, assessments and the use of the NYS Standards allow for others to use this lesson with fidelity.

• Pre-service teachers create learning experiences and have a firm foundation in the creating of a solid lesson

• On-line peer review