College and University Educators Student led peer-review stations vs traditional peer-review: A comparison more
Sun, Jul 10, 11:10-11:35 Asia/Tokyo
Peer-review activities foster critical-thinking and promote opportunities for thorough feedback in academic writing classes, while easing the teacher’s workload. In an ESL context, however, social pressures or varying language abilities can affect peer-review’s value, or even be counterproductive (Leki, 1990, as cited in Ferris & Hedgcock, 2005). A new ‘stations’ style of peer-review aims to counter this by playing to the students’ strengths, resulting in a more effective practice. Students concentrate on an area of strength such as citation, grammar, or cohesion and conduct peer-review in that category only. The presenters will introduce content from an ongoing study comparing this “peer-review stations” practice and a more traditional peer-review activity. The study investigates students' confidence as peer-reviewers as well as their perceived value of the feedback they receive. This presentation will share survey results, data analysis, and interviews from the study and how this new style of peer review can complement and enhance an academic writing course.
Teacher Development Reimagining course outcomes using a distributed leadership approach more
Sat, Jul 9, 11:45-12:10 Asia/Tokyo
This presentation will describe the multi-year process, starting in 2020, of revising the course outcomes of years 1 and 2 in the language institute of a university in Japan, originally developed during an earlier curriculum renewal based on a Multiliteracies framework (New London Group, 1996) to produce culturally and linguistically diverse students (Johnson et al. 2015). The revision process utilized a distributed leadership (Hallinger & Huber, 2012; Spillane, 2006) procedure to give various levels of stakeholders within the institution, from first-year lecturers to coordinators and principal lecturers, the opportunity to collaborate to develop and clarify more specific aims, and address gaps and redundancy to better streamline the outcomes across the courses in the first two years. The final two years of content-based elective courses were also considered, modeling the existing format required for those year levels, to provide better flow throughout a student's whole four-year experience. This cooperative effort to reimagine the course outcomes aims to make it easier for instructors to teach their classes, leading to better student learning outcomes. The presenters, instructors at the institute, will share the multi-step review process and explain how instructor input was incorporated throughout.