The Value in Partner Work: Not Just Telling Your Partner But Telling It to Yourself

"Sometimes the value in partner work is NOT what students hear their partner say, but what they say themselves," said Lindsey, a third-grade teacher participating in a workshop I participated in the other day. Ann Leon was leading the modified lesson study experience around a Being a Writer lesson. The students were writing fiction and learning to pair confer about their pieces. The goals of the specific lesson were for them to ask for and receive feedback in a helpful way about their stories.

Ann was masterful about probing and facilitating the conversation with the whole group. She asked several clarifying questions that really helped us understand what the students were thinking. Still, many of the students struggled to work successfully with their partner. And, as one might imagine, the struggle became even greater when they were expected to confer over one another’s writing! During the share and reflect part of the listen, one student commented that conferring with his partner was difficult—“You gotta REALLY listen to the story to ask helpful questions!” he said.

Afterward, during the debrief, many of the teachers who participated were inclined to not see the value in students conferring with one another. Some wondered if it might be a waste of time—that they just weren’t capable of giving helpful feedback. Then, Lindsey's perfectly timed and softly spoken comment reminded us all that working with a partner can often have value way beyond the obvious—"Sometimes the value in partner work is NOT what students hear their partner say, but what they say themselves.” The value of oral rehearsal, of hearing their own stories read aloud, of listening to the flow of their syntax, of being proud of their creation…all of these help make conferring with a partner a powerful experience for young writers. And, after multiple opportunities to practice giving one another helpful feedback, they actually might be successful at this complex task! I am looking forward to visiting this classroom again in a few months after they have had the opportunity to practice “really listening to [their partner’s] stories.”

Ann Leon has been a classroom teacher since 1980. She has also been a reading specialist, coach, literacy consultant, and assistant principal. She is also a staff developer for the SIPPS and Making Meaning® programs for Developmental Studies Center.