As I moved into the second semester, an opportunity presented itself in the form of another building block to my Google Classroom. The district that I work for has currently partnered with Houghton Mifflin Harcourt to provide students with a Collection of resources including a print-based textbook via the classroom, an online textbook that includes a multitude of resources to assist in writing and reading, and now, a writing platform that promotes peer collaboration in the writing process.
Writable links to both my students online textbook resource as well as my Google Classroom. Writable provides students with the prompt, writing space, and online word processing tools of a traditional online document. It also provides a side-bar of guiding tips to help students focus their writing to the task and audience. The textbook is a click away in another tab or a swipe away if accessing from a tablet or mobile device. My students got their first practice with the tool while completing the performance task to a unit on Survival.
Previous to gaining access to Writable, my students had developed a draft of their essay on a Google Doc. The next assignment would be to retype their essay into Writable, revise as they go, and submit their essay to be reviewed, anonymously, by their peers. Being that my students had moved through the planning process and rough draft process at different speeds, I was able to provide direct instruction with students that requested support. My role shifted from instructing on what components are contained in a formal, argumentative essay to a real-time reviser and editor. It must be impressed that writing independently must be the focus of this exercise. By answering questions with questions, the student must use extended thinking skills to think through their questions using my questions to focus their stream of conscience. One-by-one students finish retyping their drafts into Writable.
Each student was then be required to read, analyze, and evaluate at least three of their peers essays. Writable software provides each student a rotation of their peers’ essays without revealing the author. Students in the review portion of the assignment could not edit the text; however, they are required to use a star-scale along with comments to assist their peer in revising the essay. Writable even goes the extra mile and provides students that score a category of their peer’s essay a one or two out of three stars a list of stems to comments to guide the feedback process. Once a student has finished reviewing three peer essays, they can view what their peers provided as far as feedback on their essay. Helpful hints are liked earning the reviewer Revision Points. Editors that take advice and make appropriate changes get Editor Points. Students become rewarded for positive digital citizenship through the act of honing revision skills. After students make their revisions, they submit their Final Draft by exporting their Writable Doc straight to the Google Classroom into a Google Doc.
There was immediate, evident buy-in from the students even within the first cycle of the revision process using Writable. Using Collections paired with Writable offers my classroom the opportunity to use digital tools to catalyze the learning process. Built in Collections assignments that can be dropped into my Google Classroom cut down on the time necessary to prepare for class which rewards itself by opening up more time to provide meaningful feedback to the students that engage in the assignment. I would like to thank Lisa Davis for getting my pilot of this program up and running, and I would like to thank Marla Banks for providing an excellent webinar that guided me through the programs features.