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Peer feedback is a practice where feedback is given by one student to another. Peer feedback provides students opportunities to learn from each other. After students finish a writing assignment but before the assignment is handed in to the instructor for a grade, the students have to work together to check each other's work and give comments to the peer partner.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
In addition, allowing students to choose the genres that they include in their multigenre research papers will help them to recognize that each piece of writing has a specific purpose and audience. According to Camille A. Allen, [1] there are four main benefits for students who create a multigenre research paper:
The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities. One of the challenges facing universities is that in some cases, students may submit essays purchased from an essay mill (or "paper mill") as their own work.
Student Voice Initiative is a national movement in Canada to give students a voice in their education. Student Voice Initiative operates on a foundation of support from policy-makers, school administrators, academics, and students from across North America and the world in support of giving students a greater voice in their own education. [25]
Small student groups work on the lecture chapters instead of homework, and then give the lecture in front of their peers. The professional lecturer then discusses, complements, and provides feedback at the end of the group talks. Here, the professional lecturer acts as a coach to help students with preparation and live performance. [17]
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Students who are assigned homework in middle and high school score somewhat better on standardized tests, but the students who have more than 90 minutes of homework a day in middle school or more than two hours in high school score worse. [10] Low-achieving students receive more benefit from doing homework than high-achieving students. [11]