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Peer Editing and Revising
Allowing students to be engaged in the feedback process not only creates “buy-in”
but also encourages students to reflect on their work and the work of others and builds
their capacity as learners and collaborators (Dean & Marzano, 2013). Utilization of
the TAG Feedback Strategy found on Edutopia (https://www.edutopia.org/video/60-
second-strategy-tag-feedback) allows students to Tell the author something they
liked, Ask the author a question, and then Give the author a suggestion (Figure 3).
This method structures the way students give feedback by providing parameters
they have to follow and sentence stems to use to ensure the tone stays positive. The
teacher should model with students how to provide feedback using the TAG method,
and then students are assigned a partner to whom they may provide feedback. The
opportunities for peer editing and revising provide multiple eyes on student work
beyond the teacher’s in order to help students see other examples and compare each
to the criteria. These opportunities also help to build cooperation among peers and
allow them to practice the social skills of working together and accepting feedback
in an appropriate way, which are other potential goal areas for students in special
education.

Figure 3
Tag! Sentence Starters

Classroom Benefits
The benefits to the strategies listed are that they are readily available to any
teacher and easily adaptable to fit the needs of any student. These strategies do not
require full access to a specific curriculum or materials; they are evidence-based
practices that can be taken and implemented into an already existing unit plan for the
students using materials that are already on hand. This means that any teacher, new or
experienced, can utilize one or all of these strategies to support students, especially
because these approaches can be used individually or in tandem. Although the
strategies discussed are focused on supporting students receiving special education

Educators’ Choice 11