My students did not know how to give peer feedback• Share with your classmate: – Something that you found surprising, interesting, or funny – Something you didn’t understand – Something that you have also experienced – Your perception of the piece as a whole
Why it didn’t workIt didn’t help STUDENTS It didn’t help ME• Too late to encourage • Too late to adjust improvement instruction• Felt like criticism • Students didn’t necessarily• Students couldn’t always have the ability to apply understand or generalize feedback independently the suggestions I would make• Students tended to ignore positives and hyper-focus on suggestions
TOO OFTEN, FEEDBACK IS ATEACHER’S WAY OF JUSTIFYING AGRADE, RATHER THAN A WAY TOHELP STUDENTS IMPROVE
Effective Feedback…• SPECIFIC • SHOWS STUDENTS – Focus on the most HOW TO DO IT important, or just – The more we can show choose an area to look students how to do it, at. WHILE they are doing it,• TIMELY the more effective our feedback is. – Always give time to process and apply feedback
Using Technology to Improve FeedbackWAYS TO CHANGE
TRACK CHANGESWhy I liked it Why it didn’t really work• Everyone already had it • Still provided feedback too• Easy to use late and without enough• When STUDENTS use it, I demonstration of how to can see their process make the changes they needed.
Focus all feedback on formative assessments• Now, summative assessments receive only a rubric with grade. Students who want more explanation need to set up a conference with me.• ALL of my time and energy is focused on the feedback stages of student work, because that is where learning happens.
A good feedback system…Helps STUDENTS Helps TEACHERS• Understand expectations • Discover student strengths• Have direction for future • Know where students are work faltering• Correct misconceptions or • Adjust instruction to meet gaps in understanding class needs • Provide individual support and challenge
Why Technology?Student Conferences Technology• TIME • Not location specific• Proximity • Not time specific• Management • Asynchronous• One-time only • Review Available
Make it specific, timely, and instructive• Screencasting• Pencasting• Screensharing• Collaborative documents• Video chat• Digital conference• Interactives
Ways to do it• On your computer w/ screencasting software (jing, camtasia, snapz)• On the ipad• Using a document Camera• Using an interactive whiteboard
What I learned• Focus on 1 or 2 things • In my example max – Focused on introduction• Use what you learn to – Introduced idea of adjust future instruction paragraphs but made note to provide one-on- one instruction about it next class
Pencasting• Use a livescribe pen to record feedback; allow students to access the pen as part of class.• I set up feedback stations that included peer feedback, self-assessment screencast, livescribe feedback, and specific trait tools.
Screensharing• I use join.me• There are lots of others!• Students can share w/ group or just teacher• Teacher can see multiple screens at a time• Especially helpful for non-writing assignments.
CollaborativeDocumentsGoogle Docs Allows you to watch as students write Participate in real time with students as they are writing Other options: Zoho Microsoft Live ThinkFree Ipads
Interactives• Student-created bank of videos demonstrating common issues or mistakes• Can ask students to view as part of the feedback process• I do it using a YouTube channel that all students have account info; use the unlisted video feature
Integrating Feedback• Introductory Activities – Use an example students will connect with (I did a bad outfit. Had student talk to a teddy bear)• T-Chart (Feedback vs. Criticism) – Stays on the wall the entire year• Guidelines for Helpful Feedback – Students create a list and keep in notebooks• Steps for applying feedback to my work. – Made a HUGE difference!
Guidelines for Helpful Feedback• Shows you really care• Kind• Gives good ideas and suggestions• Wants people to do better• Not personal• Looks for ways to help
Steps for applying feedback1. Get in a feedback frame of mind2. Carefully take in the feedback3. Determine which feedback you agree with, which you disagree with, and which you are not sure about4. Do what you can on your own; seek out help when you can’t do it on your own5. Remember OUT LOUD
Reflection• The biggest effect was providing out loud reading.• Introducing feedback as a concept was well worth the class time• Focused feedback actually takes up LESS of my time• Student improvement has increased dramatically; students say they feel I get to know them better now.