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Students develop autobiographical newsletters to reveal prior knowledge of their computer skills, the context of who they are as learners and how well they have learned to use Microsoft Word to create informative and visual literate documents.. During the course of building this autobiographies, students work in assigned groups in Teachers' WorkPlace to provide feedback to their classmates using one of four rubrics and models to guide their feedback. |
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| Models and Benchmarks | |
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Students were given models to use in class with rubrics for reliability alignment. |
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Autobiographical feedback groups were purposefully selected based on Major: English and high self-assessment of technology skills. |
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Student discussions and feedback can be ordered by students' names, date or type. Students were told to begin a discussion about their autobiography after uploading it this discussion folder. Only Students and the instructors in this group had access to it. |
| Example of One Student in Group D |
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| Some other final Examples | |