Feedback that Sparks Student Discussion

Tovani believes (and I agree) that when students have an opportunity to discuss what they have read, they remember it and understand it on a deeper level than simply reading (pg. 110). One way to acquire this sort of discussion is by putting students in small groups to converse with one another. Tovani suggests groups of six students or less in order to ensure participation from all of them. The group discussion should take place during the "debriefing time" (found in my blog post The Workshop Model) and should only happen after students have a chance to write down their thinking first. They can write down their thinking on anything from a double-entry diary to sticky notes, as long as they have processed their own thoughts before entering into group discussion. 

During this time, Tovani is assessing by walking around with a "Group Observation Form" (found in one of Cris Tovani's other books, Do I Really Have to Teach Reading?). On this sheet she records what she hears in order to plan for the next class period. She also sometimes adds directly to the conversations of the students as well. 

This is a great way to assess student learning and also allow the students to deepen their thinking by sharing their thoughts. In the art classroom, I would find a way to incorporate this into a critique situation. My students could write down how they feel about a piece and why, and then I could break them up into groups to discuss their feelings with their fellow classmates. This way, the students get to participate and share, and I get to assess quickly and efficiently.