Tag Archives: Feedback

Feedback as A Teaching Tool

Writing is a skill that needs to be practiced often. Many students do not believe they are good writers, due to the constant grading of their work. Students can be very sensitive about their writing and grammar skills. Due to this, when teaching, I do not use terms such as, right or wrong. I aim to help students develop their writing skills and prepare them for their future since writing is used everywhere, not only in classrooms.

I observe my students writing over the course of several weeks and create mini-lessons to teach the aspects of writing they are struggling with. Editing and revising their work can show my students the mistakes they have made and can help them understand how they can refine their writing for clarity and preciseness. Students spend ample time working on rough drafts and editing before turning in a major writing assignment. Writing conferences assist students in producing better work.

I want students to understand writing is hard, but also very rewarding. Writing is an important skill that is used everywhere and needs to be practiced often. I support my students by having them write every day, providing them with choices for writing topics, finding engaging ways to learn grammar, not grading every writing assignment they do, and helping them feel comfortable when writing in my classroom.

This year in ELA I have stepped away from traditional grading to offer more valuable feedback to students and families without using letter grades. Students do not receive a grade on any single assignment. The grade book keeps track of whether or not a student is keeping up with their work and how they are doing toward the learning objectives for this course. I want to be able to show students and families in real time which standard they are meeting, exceeding, and working towards our online grade book. More importantly, I add narrative comments on written tasks and in the online grade book to include more specific information that impacts each student’s performance.  It is my hope that taking away the emphasis on letter and number grades will allow students to take more risks and responsibility with the reading and writing completed in class without worrying that it will negatively affect their grade. The expectation remains that students will complete all of the major assignments.

After reading Sarah M. Zerwin’s Pointless: An English Teacher’s Guide to More Meaningful Grading (Heinemann, 2020) I have attempted to create more meaningful grading and feedback practices.  In lieu of grades, clear and meaningful learning goals are established, feedback in multiple forms is utilized, and students are held accountable to their learning and growth. I have repurposed tools that I already have in place including PowerSchool, Conferences, Rubrics and Checklists, student reflections to better enhance student feedback for their growth and deep learning. 

Tagged , , , ,

Effective Feedback for Student Growth

IMG_8664

Last week I wrote about Sarah M. Zerwin’s book Pointless: An English Teacher’s Guide to More Meaningful Grading (Heinemann, 2020) and how she maps out her assessment practices omitting grades and numbers from her classes. Her book is filled with tools and examples how she manages feedback to support student learning. Her online gradebook hacks help to effectively evaluate her students so they can grow as readers and writers.

Similarly, I just finished reading Matthew Johnson’s Flash Feedback: Responding to Student Writing Better and Faster – Without Burning Out(Corwin Literacy, 2020) and I am drawn to compare the two books that address teacher efficiency of feedback for student success.

“Feedback is about showing students how to rise to the next level by illuminating pathos forward.” – Matthew Johnson

Both Zerwin and Johnson utilize conferences, self reflections, checklists and rubrics to help create a culture of feedback that propels students as readers and writers. These teacher-authors focus on feedback that is positive, specific, and comes from multiple sources – teacher, classmates, and student. Johnson states that when reading and evaluating student writing, teachers are not editors and should not focus on every little error or mistake the student writer makes. Additionally, not everything that students write needs feedback.

Here are the key tenets from both authors about feedback:

  1. Feedback should help the student; the goal is not to improve the work but the writer (Zerwin). Remember we are “teaching the writer not their writing” (Johnson).
  2. Feedback is a conversation (Zerwin) and not a one way street.
  3. Feedback should cause thinking (Zerwin) and help students grow as writers.
  4. Feedback should tie to a student’s learning goals (Zerwin & Johnson)
  5. We don’t want to scare students or confuse students with so much feedback so less is more. Be a teacher, not an editor. Johnson suggests offer feedback on two features per writing assessment.
  6. “Feedback should provide a path forward, not an autopsy” (Johnson). I love this quote because it implies empathy when teaching and evaluating writing. Teachers need to focus on feedback that is positive and personable. When students see too many comments and negative comments, they shut down. This is not what we want to do, rather see our students flourish as writers.

To provide helpful feedback, Zerwin and Johnson utilize the following tools and practices:

Have students Color Code Drafts by highlighting statements, claims, data, and analysis. This quick exercise helps for the teacher to see at a glance useful information and for students to follow up with where they need to revise their work.

Use checklists or rubrics as a tool for guides and feedback. Then, have students score their own work based on the rubrics. Both Johnson and Zerwin are proponents of students creating their own rubrics. Check out Johnson’s rubrics at resources.corwin.com/flashfeedback

Peer Feedback when taught, nurtured, and modeled can be helpful for students. Zerwin describes “speed dating feedback” for students to take 30 seconds to explain something they are working on or thinking about and then 30 seconds for the other student to respond. Additionally she describes “peer feedback circles” which provides longer time for classmates to read, respond, and then pass the paper to the next reader with a particular focus.

Additional feedback strategies include mini-lessons, mentor texts, and examples of student writing. Both authors utilize Google Forms for reflection. Johnson has students complete a self reflection when turning in a writing assignment. Letter writing how students are doing, how they are doing with writing and reading are also helpful tools. Johnson and Zerwin speak extensively about conferences and using conferences to provide comprehensive feedback that is focused on actions for the students.

Writing is scary and difficult for many of our students and when teachers provide comments and respond to writing with empathy we are helping students succeed. This might include giving a tip or offering a path forward in addition to a criticism. Both these books shed light on grades, assessment, and feedback to support deep learning and focus on what we value most: growing readers and writers.

Tagged , , , , ,

Effective feedback improves student learning with Google Add-ons

Effective feedback improves student learning. 

In a 2012 article in Educational Leadership,  Grant Wiggins writes, “Helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.” As a middle school English teacher I spend many hours reading and evaluating student writing in order to help them improve as writers and articulate their thinking. I offer A LOT of feedback, both positive and constructive to help, support, guide, and meet learning targets for written communication. Wiggins goes on to say, “Effective feedback is concrete, specific, and useful; it provides actionable information. Thus, “Good job!” and “You did that wrong” and B+ are not feedback at all.”

I have found two Google Add On tools to help provide more specific and effective feedback. As John Hattie states, “To make sure that feedback is effective, teachers must know where their students are going, how they are progressing toward the goal, and where they need to go next. Because all messages are filtered through the students’ perceptions, what works as good feedback for one might not work for another.”  With these thoughts about feedback fresh in my mind, I am using the Google Add On Read & Write for Google Chrome from Texthelp to offer verbal feedback in addition to written comments on student writing. Using the the “Voice Note” feature in Read & Write I am able to record spoken feedback up to a minute in the document up to one minute. And the students do not need the add on to access the voice comments, they are given a link in the comments section to access the feedback. Additionally, the Voice Notes can also be used to 

  • Read the directions aloud for students who may have difficulty reading.
  • Provide additional clarification beyond the written directions.
  • Add a personal touch to the document by adding your own voice.

When reading many class papers in one seating, often times students might be making similar errors and rather than typing the same comments over and over again, Checkmark by EdtechTeam is designed to offer common edit and usage comments for quick commenting. This add-on saves time for teachers by clicking the appropriate comment automatically when highlighting a word or phrase in a Google Doc.

If we want our students to succeed, teachers need to be clear of the learning goals, strategies and moves to help students meet those goals, and articulate in the feedback we offer.

How to get both these Google Add Ons and use them to work smarter when it comes to giving effective feedback to our students is presented in the slide deck below.

 

Tagged , , , , , , , ,