We are using a modified peer response group to assess multimedia presentations for a research project. The modification was a whole class peer group instead of individual groups. I felt like this was a positive way to model positive feedback as well as keep the students focused on assessment targets. All students have a rubric to reference the three areas to be scored. I continually ask specific questions to focus student attention toward these three areas. At this point in the process there have been no areas of concern.
We are using a modified peer response group to assess multimedia presentations for a research project. The modification was a whole class peer group instead of individual groups. I felt like this was a positive way to model positive feedback as well as keep the students focused on assessment targets. All students have a rubric to reference the three areas to be scored. I continually ask specific questions to focus student attention toward these three areas. I have noticed three ways the students have benefited from this. I find that many of the students are being inspired by their peer’s presentations to create and present more quality work. Another way our students (and we) have “grown” through this process is in their ability in developing their technology skills. It has been challenging for all of us. Finally, I find many of the students are harder on themselves than their peers are and through this they see the need to produce more quality work. At this point in the process there have been no areas of concern.
What activities from Chapter 3 did you try in the classroom? How did they work? What successes did you notice? What modifications might you make?
I really like the Peer Response Groups. I think that it is a great way for students to demonstrate what they know and refine what they know since they will have to give each other feedback. It is also much less threatening when feedback comes from a peer.In my classroom, I try to give written comments on work, conferences, and immediate feedback on classroom assignments. I would like to implement the picture or symbol cues. This is efficient for teachers and also helpful for students to see their strengths and weaknesses. I think that one challenge in the classroom is always identifying something that a student has done correctly.
During my SRA classes I have students correct their work until perfect. We conference individually when students struggle. Also, I always comment in their Do What Notebook. I always try to put positive comments on everything. In history I have the students chart their progress from their unit assessments and their thinklink. We review the test and clear up any misconceptions.
I tried "Peer Feedback" in the Do What Notebooks. After they finished students traded with their partners on the right. Next they read each other answers very carefully looking for "Do What" structure mistakes. This is the time to make comments and then look at the content. Students then look for ways for their peers to improvement on the answer. They conference with each other and if they need to redo the question I give them 4 additional minutes. I feel they do feel relaxed and receptive to the peer constructive comments. I have also used the "Three Minute Conference" during a unit test self-assessment. I was able to provide feedback individually.I felt this helped clear up any misconceptions.
Providing students with feedback is often expressed with a grade. However, this chapter really made me think of how many times I have passed back graded papers to students to only see them look at it shrug or celebrate and put it away to never be seen again. After reading this chapter on feedback I am making more of an effort to provide written comments on student work. Since I have done this I have seen more attention from my student to their paper to see what I have written to them and as a result had more questions and involvement with their work. One feedback method Carla and I have recently tried was a feedback/analysis sheet of the force and motion pre-test. Students took the test on clickers and received immediate feedback in this way. Then we passed back their tests and answers with the analysis. On this the students gave us feedback and got to take a closer look at how they had done on the pre-test. I really feel that this helped the students to learn from the mistakes on their pre-test and find areas to focus and areas to celebrate. It really helped them to see what they needed to learn before the post-test. I had many students saying thing like “Can we get a note sheet about graphs?” or “I really need to review force arrows from last year”. Carla and I both heard comments like this and designed a power point and graphic organizer to correct the graphing misconceptions. For me the student comments were great to hear as they worked. This alone showed me what an impact feedback can have on student learning and how it can make students feel in charge of their own learning.
What activities from Chapter 3 did you try in the classroom? How did they work? What successes did you notice? What modifications might you make?
Sara and I decided to do this as content partners. In Chapter 3 we discussed the section: It's okay to make mistakes in this room. This section pointed out, that as teachers, we need to provide opportunities for our students to correct themselves. However, we also need to allow them ample time to correct misconceptions that they have about the content standards they are learning in class. We used one graphic organizer for all three activities we did, which helped them to really focus on the common standards Mrs. Kitchen and I wanted them to learn. This graphic organizer allowed them to individually check if they got each question on the LeaPS Force and Motion Pretest correct or incorrect, explain WHY they got it incorrect by either checking 'simple mistake', or writing a short note as to WHAT about that question they did not understand. Then, the students were given time to peer conference in order to help one another with misconceptions. Sara and I got together and realized that our students were having similar issues with graph interpretations. We created a PowerPoint with a graphic organizer that allowed students to SEE the different graphs, and then asked them to construct and explain the graphs. Finally, the students that still had misconceptions about graphs were able to use flashcards individually to help reinforce learning. This was successful, because the students were able to use the graphic organizer easily, and they learned how to use self-assessment to improving learning.
As part of my special topics math class, I tried "Peer Feedback" as my feedback option from Chapter 3. The class was divided into groups of two and gave their feedback on a completed project assessment on area and perimeter. At first, the students seemed a little unsure of themselves, even after providing direct instruction on the process that we would be using. After providing real life examples as in the case of teachers helping other teachers and emphasizing that the assessment was based only on the student's performance of that particular project, not the student themselves, they became more comfortable. In conclusion, I felt that this strategy was successful because not only did it help the students to learn and build on their own knowledge of content, they had the positive social experience of helping others which made them feel successful and good about themselves.
I am doing the "Peer Feedback" strategy, from chapter three. I do this for my SRA reading class and resource math. They trade their Do What notebooks and exit slips. They will then check for correct restated answers. If it is a Do What, then they will also check for structure. If there is an error, the student will then conference with their peer partner. They will instruct them on how they can improve their answers. I conference with students, as well. I will always go over how they can improve their answers or add to an answer. I always stress to my students, to use only positive feedback and I give them examples on how to do this. My students have responded well, to this option.
I feel as I give feedback to my students on a weekly if not a daily basis. Recently I used a combination of a few of the strategies from Chapter 3 and some of my own modifications. I gave a Self -assessment to my students after their test. I took two days; the first was spent with the students analyzing their results and the incorrect answers they chose. I had them complete a self-assessment sheet for their test and fix their errors and explain why they thought they missed it. Then on day two I had learning centers set up for each target on the test. The students used their self-assessment sheet and identified the learning targets they missed and they had to complete each learning center for each learning target missed. I used my gifted and high achieving students to learn the centers and even provided mini-lessons for the struggling students. After completing the learning center the students had to complete an exit slip for each learning center and then bring it to me and I conference with them and signed their self-assessment sheet showing that they have now mastered that target. They retested on day three and I saw a HUGE improvement. There were students that improved 3-4 letter grades! It made me reflect and thing, perhaps next time maybe I should use those learning centers before the first test and see how the perform. This required some prep –time but the day of teaching was very productive and really beneficial for the students.
I always work with students individually in my SRA reading classes and resource classes. This allows the students to realize their misconceptions and correct their work at that moment. In my collaberative classes "Peer Feedback" is used in a trade and grade format. This allows students to conference to make corrections. Positive statements are stressed and ways to improve answers are discussed.
I often have my students use their elbow partner to correct classwork. The students enjoy working with their peers and I feel this method is less intimidating for the students. Another method of feedback that I provide for my students is the student grade report on unit tests. These reports provide the student's grade, percentage score, shows the student the questions they missed and provides the correct answer to the question. Finally, I use the student summary report available through infinite campus. This report gives feedback to the students on all completed assignments and the score the student has received for each assignment.
I conference with my students on their independent work in my SRA reading class. The students in my reading class will also work in partners, to correct their independent work. They are required to self-correct until all work is correct. I also conference with my students on their writing pieces in language arts. My language arts class is also charting their progress on the DEA exams and we conference on those. I conference with my students on their STAR reading scores as well. After my students complete “Do-What’s,” I will give the students individual feedback on their notebooks.
I use peer grading for interactive student notebooks. as well as for cluster evaluations. My students seem to enjoy peer evaluations, I have found that students seem to really see what is acceptable and unacceptable as they evaluate each others work. They also tend to sometimes be harder on their peers than I would be. I need to develop peer evaluation sheets that are more specific to my particular activities.
Peer Feedback in my classes is constant but not always structured. As they experiment with their creativity in artwork, criticsm both positive and negative when they see what other students create. I have used more structured groups to help proficient students pull others along.
I like to use peer feedback because it requires the students to not only observe others and reflect upon their performance, but allows for them to better reflect themselves by comparison. This also gives me an easier, informal manner, of having students self-assess. In the near future I plan to make peer evaluations in group work an integral part of the lesson objective, making it much more formal and structured as well.
In my class I use the clicker almost on a daily basis so my students can have immediate feedback on daily practice, exit slips, quizzes, and assessment. This week we have been working with the Pythagorean Theorem and the students have been checking themselves with the clickers. They know if they miss 2 problems then they need to see me so we can address the problem they are having. A lot of my students have already self assessed and can correct their mistakes so when they talk with me they tell me their where their problem lies and how they are going to correct it. In my RTI class I think if is very important for the students to be able to see RIGHT THEN if they are mastering the concepts.
I have used a variety of forms of feedback throughout the year, but for this assignment I chose to use the Individual Conferencing technique. I used this type of feedback to individually congratulate the students who done well, and to try to further dig deeper on the understanding of those that made mistakes on a formative assessment that I gave. I was able to ascertain "why" the students were making mistakes in their thinking. Some students were making simple mistakes, while others had a total misconception of the idea. I felt that this was the best strategy for this assessment because I needed to get down to understanding the students' misconceptions. I did learn a lot about the student's thinking just from these quick conversations.
Student feedback is an area of focus in my classroom. On the last summative assessment, students were given the standard 20 multiple choice, 2 short answers, and one extended response exam. We used “Do What?” notebooks for a pre-draft of the extended response question. Students were given two separate rubrics that remained posted on the Smart Board during the exam. One rubric was on format; the other on content. We discussed expectations and the rubric before the exam began. Post- test included a conference with each student looking at format only. The conference gave opportunity to point out strengths and together we looked at any areas for improvement (self-reflection). The final draft took some effort on my part, but I felt it was completely worth it! I wrote notes on each extended response (strengths and weak area remarks). Each part of the rubric was written on individual exams so students knew precisely their growth area(s) for improvement. We then spent time reflecting on those areas. I projected a model and had students point out what made that student’s work excellent. In regards to peer feedback, I have found success with bell work- through both “Do What?” and the “Do Now!” composition books. The first students completing bell work must show me their entries. If they have accurately completed the format, they become the teacher. I send students around the room to conference and collaborate with their peers. Students must have their peer’s approval before they put away their notebooks. This benefits both groups of students. It reinforces my “teachers” by acknowledging accurate completion and it strengthens the other student’s knowledge of format. I have definitely noticed an improvement in the quality of bell work as well as an overall improvement in structure and format of the ”Do What?” Composition Notebooks.
I tried two options in my classroom. The Peer Response Group and the Assessment Dialog Form.
The Assessment Dialog Form was very helpful for the revision and editing section of the writing process. I selected this form bc/ the student and reviewer can make comments on the same form.
This activity worked well bc/ the student being reviewed was able to list their strengths and weaknesses.
Successes I noticed were that students listened listened to their peers, but didn't feel pressured to make changes in their writing unless they felt it was helpful.
After modifying the peer response group form, students used this to evaluate peer presentations. Students all participated in this activity. Some of the feedback was inadequate. This didn't surprise me because it was the first time we had used this format.
I try to always give immediate feedback when possible, but a couple things I focused on from chapter 3 were the three -minute conference and the peer response groups.
I used the peer response when the students were working on their draft of their pourquoi tales. I gace the students post-it notes and told them to do a PQP for each group member's draft. The first P is praise (something they did well), the Q is for questions (a question they had, or something that was unclear), and the last P was for polish (something they could improve on). This kept it simple, but each student came away with at least two things they did well, two questions, and two things to improve on before they began the revision stage. It also helped the groups to hear each others stories to understand what their writing was missing.
The three-minute conference I use with their Do What? responses. They have to show me their restate/answer side before placing their notebook in the box, and we conference about what is good and correct, and what is incorrect or needs improvement. Then the student has a chance to fix it before turning it in. A lot of students want to show me again after we have conferenced to ensure they have done what I asked. Plus, I think they like hearing "Yes, much better. Good job!"
One of my favorite feedback activities is peer conferencing with student writing. I’ve found this to be such a powerful tool for increasing the quality of student writing. They work in groups of four or five, sharing their writing pieces aloud with the rest of the group. I always have students start with something positives, or something that they particularly enjoyed about the piece. This helps the student writer know what to keep in as the piece undergoes further revision and editing. Next, I teach students to make suggestions for their peers’ writing tactfully by having them phrase them with this preface, “I wonder what would happen if…” For example, if a poem doesn’t really contain any extraordinary concepts or figurative language, a student might say to his or her peer, “I wonder what would happen if you took out the “love” in the third stanza and gave that idea a physical form or shape so that readers can see your ideas in their head, not their own ideas of what love looks like.”
I use Peer Feedback frequently when evaluating students' Interactive Notebooks and Do What activities. This is the easiest way to evaluate these activities and is the best way for students to get immediate feedback. Also, I have found that peers tend to be even more critical than I would be so the evaluation is usually very accurate. Of course, I give students very definitive rubrics so there is a lot of guidance. Doing these types of peer assessments also helps them gauge their own work before it is evaluated because they know what they will be looking for in another student's work.
For this particular activity, I used the Peer Response Feedback Sheet and had them analyze Step 4, Define Key Words, on a Do What activity. Narrowing the feedback to one particular target helped students stay focused. Students were also able to leave more meaningful comments in order to help their peer improve for the next evaluation. I plan to use this sheet or something similar that narrows the target, in the next evaluation of students' ISN so that students have an opportunity to have a meaningful discussion/comments about the target and ways to improve.
I recently used a few of the feedback activities from Ch. 3 during our On-Demand unit. During the revising process, I did individual conferencing with each student after they finished their rough draft. During the editing process, I used the peer conferencing technique. I gave the students a list of steps to follow when editing, and they traded papers and gave feedback to their partners. These activities worked well. The majority of students were able to follow directions and give their peers effective feedback. The individual conferencing was also very effective in helping students revise their On-Demnads.
I use Peer Response Feedback Sheet when scoring students’ Interactive Notebooks and Do What activities. I use The Hat software to choose partners. The partners trade their Interactive Notebooks or Do What notebooks and peer score them. This is a great way for students to get immediate feedback on the activities they have completed. The Peer Response Feedback Sheet provides students an opportunity to tell their partner things they are doing that are exceptional (everyone loves being bragged on) as well as areas that may need some improvement. I have found the students are very fair at scoring and helpful partners.
I chose the 2 color highlighting technique. My students highlighter grade their own work several times a week, highlighting specific areas and then spending a few moments correcting beside the errors. This feedback option was very easy to implement by merely adding to our current practice. The students used yellow highlighters to highlight information on their RUBRIC that correspond with their work. I followed with the BLUE and it was easy to see the green part that we agreed on. I liked this because it was a quick visual of the correct information as well as where THEY were in direct alignment with the standards. I also tried the peer feedback, however, I let them chose who they wanted to trade with and this seemed to possibly be a "looking out for my friend" mentality. I will tweak this practice in the future. I have enjoyed reading some ideas about how this can used more effectively!
The activity that I tried was peer feedback (partner) conference with my 6th grade students during a unit on pitch measurement and notation. My students had success with pointing out many weaknesses on their partners papers that they had overlooked on their own. Problems with students giving effective feedback occurred due to the level of knowledge and skill that the students were at during the time of the activity. This activity could possibly be used at a later time in the unit when the students were out of the guided practice stage and more into independant work.
I, in collaboration with Mrs. Kinney, in math class utilize immediate feedback. In the book it is given as an example for younger students, with smiley faces and shapes. In our 8th grade classroom we use clickers. It is a nice tool for student to know where they stand on a Quiz, but recently we used it on classroom work too. If a student got two incorrect answers in a row they had to raise their hand and show either Mrs. Kinney or myself their work and we held a conference with them right then. It worked very well!
I use the “Peer Feedback” strategy in my SRA classes. The students work individually and then check their peers’ answers. Once we have graded the work, the students take a colored pencil and make their corrections as we discuss the correct answers. I feel this strategy works well in both areas because it helps the students improve their knowledge of the content and the students have the opportunity to see that everyone makes mistakes and that there’s nothing to be embarrassed about when they make errors themselves. It also gives them a great opportunity to work with each other and this helps build their self-confidence and make them feel by learning themselves, they can help others as well.
For this chapter, I focused on the 3 minute conferencing technique. I used this technique to focus on individual needs during out Do What? Writing days. I also use questioning as a technique during these conferences. I can usually get to most of the students, if not all, during this particular activity. I have also tried to focus on individual conferencing with specific students during out Bell Work. My Bell Work activities each day are focused on Daily Oral Language. I have used peer conferencing in the past during the revision process of a writing piece, but not as an analyzed activity for this chapter. I felt that individual conferencing was an area that I needed to focus on in my particular skill set. I learned through this process that there IS ACTUALLY TIME to get to students if you place an emphasis on the concept. I also found that students will appreciate the "special" attention that you are giving them and actually ask more questions to engage with you. This activity also fosters student-teacher relationships.
For feedback I had students use my version of the Peer Response Feedback Sheets on Do What’s, in my core class, and on a specific Open Response in my core reading classes. (Are they still Open Responses?! I am utterly confused about what we call them. It must be because I can see Christmas break beckoning me with its merry hand!) I used the guidelines provided on pages 88 and 89 and made sure my students knew exactly what they were to provide feedback on and I demonstrated how I grade their responses, so they would have an idea as to what an effort it can take to grade them, not only correctly, but in a way that helps their peer: by providing meaningful and useful feedback that helps in the revision/final masterpiece process. I also showed examples of what “good” looks like, versus “bad,” which means how a distinguished piece looks in comparison to a novice or apprentice piece. I really enjoyed the feedback the students provided and it is my hope that the students gauged an idea of how easy it can be to write a great piece, if you just take the time to think, plan, and construct.
Like Tommie and Christi, I also use immediate feedback often in class so students know if they have met the daily targets. We use clickers quite a bit but this week we used them on daily practice. Students would complete practice problems and enter their answers in the clicker. If they missed two in a row they had to raise their hand and get help from Tommie or me. I found that this method helped several of them find their own mistakes. They would be telling us what they did wrong as we would walk over to their seat.
I was reading about Karmen's highlighting strategy from the book and I think that might be something I use in the near future. We have been working to check open responses before students turn them in so we can have them correct "Not Yets" first. The highlighting activity would be a great way for them to understand how to read a rubric and find their own mistakes to self-asses.
My resource math class is very small, so I have the opportunity for immediate feedback on most things. One method I have tried is having the students write the daily I can statement in their folder. When we have covered the topic completely they take a quiz. If they pass the quiz they can highlight that I can statement so they know they are prepared for that portion of the upcoming summative assessment.
Students in my SRA reading class grade their own independent work. We go ove the answers and where they can be found in the story. Once they have marked the items they missed with a colored pen, then they can go back and make corrections to turn in for partial credit.
I feel like both of these methods are very effective for my size class, but may not work as easily in larger classes.
One of the main things I have focused on lately is bell work. Since I have changed the usual simple questions to more higher-level thinking type questions, I now have the students do a peer response before I grade the students' work. This has made a tremendous difference, not only the quality of work, but also grades!!
Before Thanksgiving break, I also created a self-reflection form that listed the scores for KCCT, Think Link 1 and STAR reading tests 1 and 2. The students were each given their own form and were instructed to create a goal on how they could continue to raise or improve their scores. I also included a place that told them how much independent reading they should be doing and how much I required for a grade. Students also had to make a plan on how to improve their reading time. They were to take the form home, talk with their parent/guardian, have them sign and then return. I have received many of the back in a timely manner, but I will also be making many phone calls to inform the parents of the form.
I like Karmen's highlighting method and may try that on our next assignment!! I would also like to try the form on page 76 (Reading observation). I make notes when I do ask students to read, but not in this type of format!
I try to give feedback on most of the assignments I give. However in the past when I gave feedback, I would give the students the correct answer. I often get aggravated because this takes a lot of time and they look at the grade and throw the paper in the trash. (Unless they have to put it in their notebook and even then I don’t think they read the comments). As I reflected on feedback that I give orally, I also realized that I usually end up giving them the answer. At first, I tried the intervention feedback and offered suggestions, reminders, or asked questions to guide them to discovering the answer themselves instead of just giving them the answer. This seemed effective and most students would listen to my comments and try to find the answer themselves. This is very easy to do orally as I circulate around the room and question the students as they are working on assignments. It is a little harder to get students to go back and redo an assignment a second time. At this point several students decided they didn’t care even if it meant taking a lower grade. Next time I am going to try marking grades with a pencil with written comments about what they need to work on and tell them they can erase it if they act on the feedback. I also incorporated three-minute conferences with the students that seemed to be struggling based on the results of formative assessments as other students were completing activities. The one-on-one attention seemed to clear up a lot of student misconception and made them feel more at ease to share their comments which helped me to see at what point they were struggling with the knowledge. Last I tried peer feedback with the Do What. I had the students to exchange notebooks and provide the other student suggestions on how they could make their response better. This type of strategy worked with most students however, some students seemed timid about giving their classmate advice I suspect for social reasons and some seemed to not want to comment to their partner because they felt they were not as smart. I think with time this strategy would improve and more students would start feeling more at ease with giving feedback and will focus more on their response, knowing another student is going to evaluate it.
I use peer feedback when we grade our interactive notebooks. I go over each category that my kids should be looking at when they are grading. We discuss what would constitute full, partial, or zero credit with each category. The students then complete a peer review form for the notebook that they are grading. After each notebook has been graded, the owner gets the notebook back and the peer review form. The student then has to evaluate their work and score. They have to identify areas that received good and poor grades and then they must write an explanation why they got the scores that they received from their peers. They also have to develop some sort of plan to address areas of concern.
I think feedback is extremely important in all classrooms and all subject areas. What has worked best for me for immediate feedback is bell work and of course the Smart Clickers. These are great for us to assess where students are and where they need to be. My students love the clickers and the Smart Board games. These give them immediate results and are fun and educational all at the same time. Another type of feedback I use for every open response is Peer Graded Response. This helps my students know exactly what they are accountable for and what expectations I have for them, because they actually have the opportunity to be the teacher of another students work. They normally are harder on one another then I am on them. I explain to them that 2 people looking over every test is better than one. Usually they do very well with grading these but occasionally I do adjust the grade if I feel like it needs to be. These are the most successful forms of feedback in my classroom. I feel like these are very effective in my classroom setting.
I use conferencing with my SRA class when grading their open responses. Students are required to write a paragraph at the end of each lesson. After they write their paragraph, I meet with each student to make corrections grammatically and ideas of how to make the passage flow. I encourage proof reading so they can ensure they wrote what they want to say as their answer. This strategy works well because students can see the changes made in their writing and apply it for the next piece. If a student writes a proficient or distinguished open response I share it with the class so they have an example of excellent work.
I use conferencing with my SRA class when grading their open responses. Students are required to write a paragraph at the end of each lesson. After they write their paragraph, I meet with each student to make corrections grammatically and ideas of how to make the passage flow. I encourage proof reading so they can ensure they wrote what they want to say as their answer. This strategy works well because students can see the changes made in their writing and apply it for the next piece. If a student writes a proficient or distinguished open response I share it with the class so they have an example of excellent work.
Feedback is very important in the classroom, specifically math in my opinion, because it provides an opportunity to find the problem and as Barney Fife would say "nip it in the bud". I was a few different styles of feedback, the most common being 1 on 1. actually talking to and having a student explain to me what they are thinking when they work out a problem. Here you can diagnose the issue and determine what steps are to be taken.
Another common feedback I give is with the "commit and toss" activity. This allows me to quickly get a true snap shot of how many students are there, close to there, or miles away from there. I can give the student/whole class feedback on a problem, without creating any embarrassment for the student
I use conferencing with my students. It is difficult because we don’t have a set class to work on behavior lessons. I use every opportunity I can do conference with them on better ways to handing a situation, better ways say or ask for something from peers/teachers. We role-play better ways to handle something that they have said or better/safer ways to handle anger.
In my last unit, I was teaching my students to write on-demands. I was able to incorporate some of the chapter 3 activities in my lessons. When my students do an on-demand, I teach them to go through all the steps of the writing process. When we were working on revising students' rough drafts, I had my students work on revising with a partner. To help their partner revise their paper, students had to follow a check list of steps to complete during the revising process. As they finished a step, they checked it off their list. I also had them do something very similar when we moved on to editing their revised work. We use "CUPS" in our class, which means that students look for capitalization, usage, punctuation, and spelling errors while editing their writing. During these steps, I was able to do individual conferences with students who needed extra help. This was a great success because it allowed me to get in some one-on-one attention with the kids who really needed it, while the more independent students were helping their partner. All of these methods were effective in getting the students specific feedback that they could use. Often if I give advice for writing to the class as a group, it goes in one ear and out the other; however, if I address that same issue with a student one-on-one, it has meaning to them. I was pleased with the finished product, which was a positive learning experience and some great writing!
I normally use the smart clickers in my classroom on exit slips & assessments. It gives the students immediate feedback and allows me to target specific questions that students missed. I also use peer response feedback with Do What. Students trade do what notebooks and peer score them.
I use clickers on every unit assessment to give students immediate feedback and I can check to see what questions were missed the most and I then reteach. The activity I did from the chapter was peer/partner feedback. I already do this on all my OR questions. I give students a checksheet to use as they grade another student's OR answer. Students know what they are accountable for and what my expectations are. They get to be the teacher/grader, so they know exactly what to look for when using the checksheet and see why they got the score they did.
Peer Feedback” works well for gifted students as long as it is positive, what I mean is this, your presentation or answers would be better if you would have used sound effects on this slide in place of that slide or your power point was very colorful but we couldn’t see the print. (Which both happened in my classes) My classes are small; I usually let them tell us if they did the presentation again what would they do different. But this time I put them in partners and they discussed how to make their presentations better. They came up with so many different ways to improve their work. They discussed what they would put in or what take out of the presentation, and the biggest discussion was appropriate vocabulary and verbs for their age.
We are using a modified peer response group to assess multimedia presentations for a research project. The modification was a whole class peer group instead of individual groups. I felt like this was a positive way to model positive feedback as well as keep the students focused on assessment targets. All students have a rubric to reference the three areas to be scored. I continually ask specific questions to focus student attention toward these three areas.
ReplyDeleteAt this point in the process there have been no areas of concern.
We are using a modified peer response group to assess multimedia presentations for a research project. The modification was a whole class peer group instead of individual groups. I felt like this was a positive way to model positive feedback as well as keep the students focused on assessment targets. All students have a rubric to reference the three areas to be scored. I continually ask specific questions to focus student attention toward these three areas.
ReplyDeleteI have noticed three ways the students have benefited from this. I find that many of the students are being inspired by their peer’s presentations to create and present more quality work. Another way our students (and we) have “grown” through this process is in their ability in developing their technology skills. It has been challenging for all of us. Finally, I find many of the students are harder on themselves than their peers are and through this they see the need to produce more quality work.
At this point in the process there have been no areas of concern.
What activities from Chapter 3 did you try in the classroom? How did they work? What successes did you notice? What modifications might you make?
ReplyDeleteI really like the Peer Response Groups. I think that it is a great way for students to demonstrate what they know and refine what they know since they will have to give each other feedback. It is also much less threatening when feedback comes from a peer.In my classroom, I try to give written comments on work, conferences, and immediate feedback on classroom assignments. I would like to implement the picture or symbol cues. This is efficient for teachers and also helpful for students to see their strengths and weaknesses. I think that one challenge in the classroom is always identifying something that a student has done correctly.
During my SRA classes I have students correct their work until perfect. We conference individually when students struggle. Also, I always comment in their Do What Notebook. I always try to put positive comments on everything. In history I have the students chart their progress from their unit assessments and their thinklink. We review the test and clear up any misconceptions.
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ReplyDeleteI tried "Peer Feedback" in the Do What Notebooks. After they finished students traded with their partners on the right. Next they read each other answers very carefully looking for "Do What" structure mistakes. This is the time to make comments and then look at the content. Students then look for ways for their peers to improvement on the answer. They conference with each other and if they need to redo the question I give them 4 additional minutes. I feel they do feel relaxed and receptive to the peer constructive comments.
ReplyDeleteI have also used the "Three Minute Conference" during a unit test self-assessment. I was able to provide feedback individually.I felt this helped clear up any misconceptions.
Providing students with feedback is often expressed with a grade. However, this chapter really made me think of how many times I have passed back graded papers to students to only see them look at it shrug or celebrate and put it away to never be seen again. After reading this chapter on feedback I am making more of an effort to provide written comments on student work. Since I have done this I have seen more attention from my student to their paper to see what I have written to them and as a result had more questions and involvement with their work. One feedback method Carla and I have recently tried was a feedback/analysis sheet of the force and motion pre-test. Students took the test on clickers and received immediate feedback in this way. Then we passed back their tests and answers with the analysis. On this the students gave us feedback and got to take a closer look at how they had done on the pre-test. I really feel that this helped the students to learn from the mistakes on their pre-test and find areas to focus and areas to celebrate. It really helped them to see what they needed to learn before the post-test. I had many students saying thing like “Can we get a note sheet about graphs?” or “I really need to review force arrows from last year”. Carla and I both heard comments like this and designed a power point and graphic organizer to correct the graphing misconceptions. For me the student comments were great to hear as they worked. This alone showed me what an impact feedback can have on student learning and how it can make students feel in charge of their own learning.
ReplyDeleteWhat activities from Chapter 3 did you try in the classroom? How did they work? What successes did you notice? What modifications might you make?
ReplyDeleteSara and I decided to do this as content partners. In Chapter 3 we discussed the section: It's okay to make mistakes in this room. This section pointed out, that as teachers, we need to provide opportunities for our students to correct themselves. However, we also need to allow them ample time to correct misconceptions that they have about the content standards they are learning in class. We used one graphic organizer for all three activities we did, which helped them to really focus on the common standards Mrs. Kitchen and I wanted them to learn. This graphic organizer allowed them to individually check if they got each question on the LeaPS Force and Motion Pretest correct or incorrect, explain WHY they got it incorrect by either checking 'simple mistake', or writing a short note as to WHAT about that question they did not understand. Then, the students were given time to peer conference in order to help one another with misconceptions. Sara and I got together and realized that our students were having similar issues with graph interpretations. We created a PowerPoint with a graphic organizer that allowed students to SEE the different graphs, and then asked them to construct and explain the graphs. Finally, the students that still had misconceptions about graphs were able to use flashcards individually to help reinforce learning. This was successful, because the students were able to use the graphic organizer easily, and they learned how to use self-assessment to improving learning.
As part of my special topics math class, I tried "Peer Feedback" as my feedback option from Chapter 3. The class was divided into groups of two and gave their feedback on a completed project assessment on area and perimeter. At first, the students seemed a little unsure of themselves, even after providing direct instruction on the process that we would be using. After providing real life examples as in the case of teachers helping other teachers and emphasizing that the assessment was based only on the student's performance of that particular project, not the student themselves, they became more comfortable.
ReplyDeleteIn conclusion, I felt that this strategy was successful because not only did it help the students to learn and build on their own knowledge of content, they had the positive social experience of helping others which made them feel successful and good about themselves.
I am doing the "Peer Feedback" strategy, from chapter three. I do this for my SRA reading class and resource math. They trade their Do What notebooks and exit slips. They will then check for correct restated answers. If it is a Do What, then they will also check for structure. If there is an error, the student will then conference with their peer partner. They will instruct them on how they can improve their answers. I conference with students, as well. I will always go over how they can improve their answers or add to an answer.
ReplyDeleteI always stress to my students, to use only positive feedback and I give them examples on how to do this. My students have responded well, to this option.
I feel as I give feedback to my students on a weekly if not a daily basis. Recently I used a combination of a few of the strategies from Chapter 3 and some of my own modifications. I gave a Self -assessment to my students after their test. I took two days; the first was spent with the students analyzing their results and the incorrect answers they chose. I had them complete a self-assessment sheet for their test and fix their errors and explain why they thought they missed it. Then on day two I had learning centers set up for each target on the test. The students used their self-assessment sheet and identified the learning targets they missed and they had to complete each learning center for each learning target missed. I used my gifted and high achieving students to learn the centers and even provided mini-lessons for the struggling students. After completing the learning center the students had to complete an exit slip for each learning center and then bring it to me and I conference with them and signed their self-assessment sheet showing that they have now mastered that target. They retested on day three and I saw a HUGE improvement. There were students that improved 3-4 letter grades! It made me reflect and thing, perhaps next time maybe I should use those learning centers before the first test and see how the perform. This required some prep –time but the day of teaching was very productive and really beneficial for the students.
ReplyDeleteI always work with students individually in my SRA reading classes and resource classes. This allows the students to realize their misconceptions and correct their work at that moment.
ReplyDeleteIn my collaberative classes "Peer Feedback" is used in a trade and grade format. This allows students to conference to make corrections. Positive statements are stressed and ways to improve answers are discussed.
I often have my students use their elbow partner to correct classwork. The students enjoy working with their peers and I feel this method is less intimidating for the students.
ReplyDeleteAnother method of feedback that I provide for my students is the student grade report on unit tests. These reports provide the student's grade, percentage score, shows the student the questions they missed and provides the correct answer to the question.
Finally, I use the student summary report available through infinite campus. This report gives feedback to the students on all completed assignments and the score the student has received for each assignment.
I conference with my students on their independent work in my SRA reading class. The students in my reading class will also work in partners, to correct their independent work. They are required to self-correct until all work is correct. I also conference with my students on their writing pieces in language arts. My language arts class is also charting their progress on the DEA exams and we conference on those. I conference with my students on their STAR reading scores as well. After my students complete “Do-What’s,” I will give the students individual feedback on their notebooks.
ReplyDeleteI use peer grading for interactive student notebooks. as well as for cluster evaluations. My students seem to enjoy peer evaluations, I have found that students seem to really see what is acceptable and unacceptable as they evaluate each others work. They also tend to sometimes be harder on their peers than I would be. I need to develop peer evaluation sheets that are more specific to my particular activities.
ReplyDeletePeer Feedback in my classes is constant but not always structured. As they experiment with their creativity in artwork, criticsm both positive and negative when they see what other students create. I have used more structured groups to help proficient students pull others along.
ReplyDeleteI like to use peer feedback because it requires the students to not only observe others and reflect upon their performance, but allows for them to better reflect themselves by comparison. This also gives me an easier, informal manner, of having students self-assess. In the near future I plan to make peer evaluations in group work an integral part of the lesson objective, making it much more formal and structured as well.
ReplyDeleteIn my class I use the clicker almost on a daily basis so my students can have immediate feedback on daily practice, exit slips, quizzes, and assessment. This week we have been working with the Pythagorean Theorem and the students have been checking themselves with the clickers. They know if they miss 2 problems then they need to see me so we can address the problem they are having. A lot of my students have already self assessed and can correct their mistakes so when they talk with me they tell me their where their problem lies and how they are going to correct it. In my RTI class I think if is very important for the students to be able to see RIGHT THEN if they are mastering the concepts.
ReplyDeleteI have used a variety of forms of feedback throughout the year, but for this assignment I chose to use the Individual Conferencing technique. I used this type of feedback to individually congratulate the students who done well, and to try to further dig deeper on the understanding of those that made mistakes on a formative assessment that I gave. I was able to ascertain "why" the students were making mistakes in their thinking. Some students were making simple mistakes, while others had a total misconception of the idea. I felt that this was the best strategy for this assessment because I needed to get down to understanding the students' misconceptions. I did learn a lot about the student's thinking just from these quick conversations.
ReplyDeleteStudent feedback is an area of focus in my classroom. On the last summative assessment, students were given the standard 20 multiple choice, 2 short answers, and one extended response exam. We used “Do What?” notebooks for a pre-draft of the extended response question. Students were given two separate rubrics that remained posted on the Smart Board during the exam. One rubric was on format; the other on content. We discussed expectations and the rubric before the exam began. Post- test included a conference with each student looking at format only. The conference gave opportunity to point out strengths and together we looked at any areas for improvement (self-reflection). The final draft took some effort on my part, but I felt it was completely worth it! I wrote notes on each extended response (strengths and weak area remarks). Each part of the rubric was written on individual exams so students knew precisely their growth area(s) for improvement. We then spent time reflecting on those areas. I projected a model and had students point out what made that student’s work excellent.
ReplyDeleteIn regards to peer feedback, I have found success with bell work- through both “Do What?” and the “Do Now!” composition books. The first students completing bell work must show me their entries. If they have accurately completed the format, they become the teacher. I send students around the room to conference and collaborate with their peers. Students must have their peer’s approval before they put away their notebooks. This benefits both groups of students. It reinforces my “teachers” by acknowledging accurate completion and it strengthens the other student’s knowledge of format. I have definitely noticed an improvement in the quality of bell work as well as an overall improvement in structure and format of the ”Do What?” Composition Notebooks.
I tried two options in my classroom. The Peer Response Group and the Assessment Dialog Form.
ReplyDeleteThe Assessment Dialog Form was very helpful for the revision and editing section of the writing process. I selected this form bc/ the student and reviewer can make comments on the same form.
This activity worked well bc/ the student being reviewed was able to list their strengths and weaknesses.
Successes I noticed were that students listened listened to their peers, but didn't feel pressured to make changes in their writing unless they felt it was helpful.
After modifying the peer response group form, students used this to evaluate peer presentations. Students all participated in this activity. Some of the feedback was inadequate. This didn't surprise me because it was the first time we had used this format.
I try to always give immediate feedback when possible, but a couple things I focused on from chapter 3 were the three -minute conference and the peer response groups.
ReplyDeleteI used the peer response when the students were working on their draft of their pourquoi tales. I gace the students post-it notes and told them to do a PQP for each group member's draft. The first P is praise (something they did well), the Q is for questions (a question they had, or something that was unclear), and the last P was for polish (something they could improve on). This kept it simple, but each student came away with at least two things they did well, two questions, and two things to improve on before they began the revision stage. It also helped the groups to hear each others stories to understand what their writing was missing.
The three-minute conference I use with their Do What? responses. They have to show me their restate/answer side before placing their notebook in the box, and we conference about what is good and correct, and what is incorrect or needs improvement. Then the student has a chance to fix it before turning it in. A lot of students want to show me again after we have conferenced to ensure they have done what I asked. Plus, I think they like hearing "Yes, much better. Good job!"
One of my favorite feedback activities is peer conferencing with student writing. I’ve found this to be such a powerful tool for increasing the quality of student writing. They work in groups of four or five, sharing their writing pieces aloud with the rest of the group. I always have students start with something positives, or something that they particularly enjoyed about the piece. This helps the student writer know what to keep in as the piece undergoes further revision and editing. Next, I teach students to make suggestions for their peers’ writing tactfully by having them phrase them with this preface, “I wonder what would happen if…” For example, if a poem doesn’t really contain any extraordinary concepts or figurative language, a student might say to his or her peer, “I wonder what would happen if you took out the “love” in the third stanza and gave that idea a physical form or shape so that readers can see your ideas in their head, not their own ideas of what love looks like.”
ReplyDeleteI use Peer Feedback frequently when evaluating students' Interactive Notebooks and Do What activities. This is the easiest way to evaluate these activities and is the best way for students to get immediate feedback. Also, I have found that peers tend to be even more critical than I would be so the evaluation is usually very accurate. Of course, I give students very definitive rubrics so there is a lot of guidance. Doing these types of peer assessments also helps them gauge their own work before it is evaluated because they know what they will be looking for in another student's work.
ReplyDeleteFor this particular activity, I used the Peer Response Feedback Sheet and had them analyze Step 4, Define Key Words, on a Do What activity. Narrowing the feedback to one particular target helped students stay focused. Students were also able to leave more meaningful comments in order to help their peer improve for the next evaluation. I plan to use this sheet or something similar that narrows the target, in the next evaluation of students' ISN so that students have an opportunity to have a meaningful discussion/comments about the target and ways to improve.
I recently used a few of the feedback activities from Ch. 3 during our On-Demand unit. During the revising process, I did individual conferencing with each student after they finished their rough draft. During the editing process, I used the peer conferencing technique. I gave the students a list of steps to follow when editing, and they traded papers and gave feedback to their partners. These activities worked well. The majority of students were able to follow directions and give their peers effective feedback. The individual conferencing was also very effective in helping students revise their On-Demnads.
ReplyDeleteI use Peer Response Feedback Sheet when scoring students’ Interactive Notebooks and Do What activities. I use The Hat software to choose partners. The partners trade their Interactive Notebooks or Do What notebooks and peer score them. This is a great way for students to get immediate feedback on the activities they have completed. The Peer Response Feedback Sheet provides students an opportunity to tell their partner things they are doing that are exceptional (everyone loves being bragged on) as well as areas that may need some improvement. I have found the students are very fair at scoring and helpful partners.
ReplyDeleteI chose the 2 color highlighting technique. My students highlighter grade their own work several times a week, highlighting specific areas and then spending a few moments correcting beside the errors. This feedback option was very easy to implement by merely adding to our current practice. The students used yellow highlighters to highlight information on their RUBRIC that correspond with their work. I followed with the BLUE and it was easy to see the green part that we agreed on. I liked this because it was a quick visual of the correct information as well as where THEY were in direct alignment with the standards.
ReplyDeleteI also tried the peer feedback, however, I let them chose who they wanted to trade with and this seemed to possibly be a "looking out for my friend" mentality. I will tweak this practice in the future. I have enjoyed reading some ideas about how this can used more effectively!
The activity that I tried was peer feedback (partner) conference with my 6th grade students during a unit on pitch measurement and notation. My students had success with pointing out many weaknesses on their partners papers that they had overlooked on their own. Problems with students giving effective feedback occurred due to the level of knowledge and skill that the students were at during the time of the activity. This activity could possibly be used at a later time in the unit when the students were out of the guided practice stage and more into independant work.
ReplyDeleteI, in collaboration with Mrs. Kinney, in math class utilize immediate feedback. In the book it is given as an example for younger students, with smiley faces and shapes. In our 8th grade classroom we use clickers. It is a nice tool for student to know where they stand on a Quiz, but recently we used it on classroom work too. If a student got two incorrect answers in a row they had to raise their hand and show either Mrs. Kinney or myself their work and we held a conference with them right then. It worked very well!
ReplyDeleteI use the “Peer Feedback” strategy in my SRA classes. The students work individually and then check their peers’ answers. Once we have graded the work, the students take a colored pencil and make their corrections as we discuss the correct answers.
ReplyDeleteI feel this strategy works well in both areas because it helps the students improve their knowledge of the content and the students have the opportunity to see that everyone makes mistakes and that there’s nothing to be embarrassed about when they make errors themselves. It also gives them a great opportunity to work with each other and this helps build their self-confidence and make them feel by learning themselves, they can help others as well.
For this chapter, I focused on the 3 minute conferencing technique. I used this technique to focus on individual needs during out Do What? Writing days. I also use questioning as a technique during these conferences. I can usually get to most of the students, if not all, during this particular activity. I have also tried to focus on individual conferencing with specific students during out Bell Work. My Bell Work activities each day are focused on Daily Oral Language. I have used peer conferencing in the past during the revision process of a writing piece, but not as an analyzed activity for this chapter. I felt that individual conferencing was an area that I needed to focus on in my particular skill set. I learned through this process that there IS ACTUALLY TIME to get to students if you place an emphasis on the concept. I also found that students will appreciate the "special" attention that you are giving them and actually ask more questions to engage with you. This activity also fosters student-teacher relationships.
ReplyDeleteFor feedback I had students use my version of the Peer Response Feedback Sheets on Do What’s, in my core class, and on a specific Open Response in my core reading classes. (Are they still Open Responses?! I am utterly confused about what we call them. It must be because I can see Christmas break beckoning me with its merry hand!) I used the guidelines provided on pages 88 and 89 and made sure my students knew exactly what they were to provide feedback on and I demonstrated how I grade their responses, so they would have an idea as to what an effort it can take to grade them, not only correctly, but in a way that helps their peer: by providing meaningful and useful feedback that helps in the revision/final masterpiece process. I also showed examples of what “good” looks like, versus “bad,” which means how a distinguished piece looks in comparison to a novice or apprentice piece. I really enjoyed the feedback the students provided and it is my hope that the students gauged an idea of how easy it can be to write a great piece, if you just take the time to think, plan, and construct.
ReplyDeleteLike Tommie and Christi, I also use immediate feedback often in class so students know if they have met the daily targets. We use clickers quite a bit but this week we used them on daily practice. Students would complete practice problems and enter their answers in the clicker. If they missed two in a row they had to raise their hand and get help from Tommie or me. I found that this method helped several of them find their own mistakes. They would be telling us what they did wrong as we would walk over to their seat.
ReplyDeleteI was reading about Karmen's highlighting strategy from the book and I think that might be something I use in the near future. We have been working to check open responses before students turn them in so we can have them correct "Not Yets" first. The highlighting activity would be a great way for them to understand how to read a rubric and find their own mistakes to self-asses.
My resource math class is very small, so I have the opportunity for immediate feedback on most things. One method I have tried is having the students write the daily I can statement in their folder. When we have covered the topic completely they take a quiz. If they pass the quiz they can highlight that I can statement so they know they are prepared for that portion of the upcoming summative assessment.
ReplyDeleteStudents in my SRA reading class grade their own independent work. We go ove the answers and where they can be found in the story. Once they have marked the items they missed with a colored pen, then they can go back and make corrections to turn in for partial credit.
I feel like both of these methods are very effective for my size class, but may not work as easily in larger classes.
One of the main things I have focused on lately is bell work. Since I have changed the usual simple questions to more higher-level thinking type questions, I now have the students do a peer response before I grade the students' work. This has made a tremendous difference, not only the quality of work, but also grades!!
ReplyDeleteBefore Thanksgiving break, I also created a self-reflection form that listed the scores for KCCT, Think Link 1 and STAR reading tests 1 and 2. The students were each given their own form and were instructed to create a goal on how they could continue to raise or improve their scores. I also included a place that told them how much independent reading they should be doing and how much I required for a grade. Students also had to make a plan on how to improve their reading time. They were to take the form home, talk with their parent/guardian, have them sign and then return. I have received many of the back in a timely manner, but I will also be making many phone calls to inform the parents of the form.
I like Karmen's highlighting method and may try that on our next assignment!! I would also like to try the form on page 76 (Reading observation). I make notes when I do ask students to read, but not in this type of format!
I try to give feedback on most of the assignments I give. However in the past when I gave feedback, I would give the students the correct answer. I often get aggravated because this takes a lot of time and they look at the grade and throw the paper in the trash. (Unless they have to put it in their notebook and even then I don’t think they read the comments). As I reflected on feedback that I give orally, I also realized that I usually end up giving them the answer. At first, I tried the intervention feedback and offered suggestions, reminders, or asked questions to guide them to discovering the answer themselves instead of just giving them the answer. This seemed effective and most students would listen to my comments and try to find the answer themselves. This is very easy to do orally as I circulate around the room and question the students as they are working on assignments. It is a little harder to get students to go back and redo an assignment a second time. At this point several students decided they didn’t care even if it meant taking a lower grade. Next time I am going to try marking grades with a pencil with written comments about what they need to work on and tell them they can erase it if they act on the feedback.
ReplyDeleteI also incorporated three-minute conferences with the students that seemed to be struggling based on the results of formative assessments as other students were completing activities. The one-on-one attention seemed to clear up a lot of student misconception and made them feel more at ease to share their comments which helped me to see at what point they were struggling with the knowledge.
Last I tried peer feedback with the Do What. I had the students to exchange notebooks and provide the other student suggestions on how they could make their response better. This type of strategy worked with most students however, some students seemed timid about giving their classmate advice I suspect for social reasons and some seemed to not want to comment to their partner because they felt they were not as smart. I think with time this strategy would improve and more students would start feeling more at ease with giving feedback and will focus more on their response, knowing another student is going to evaluate it.
I use peer feedback when we grade our interactive notebooks. I go over each category that my kids should be looking at when they are grading. We discuss what would constitute full, partial, or zero credit with each category. The students then complete a peer review form for the notebook that they are grading. After each notebook has been graded, the owner gets the notebook back and the peer review form. The student then has to evaluate their work and score. They have to identify areas that received good and poor grades and then they must write an explanation why they got the scores that they received from their peers. They also have to develop some sort of plan to address areas of concern.
ReplyDeleteI think feedback is extremely important in all classrooms and all subject areas. What has worked best for me for immediate feedback is bell work and of course the Smart Clickers. These are great for us to assess where students are and where they need to be. My students love the clickers and the Smart Board games. These give them immediate results and are fun and educational all at the same time. Another type of feedback I use for every open response is Peer Graded Response. This helps my students know exactly what they are accountable for and what expectations I have for them, because they actually have the opportunity to be the teacher of another students work. They normally are harder on one another then I am on them. I explain to them that 2 people looking over every test is better than one. Usually they do very well with grading these but occasionally I do adjust the grade if I feel like it needs to be. These are the most successful forms of feedback in my classroom. I feel like these are very effective in my classroom setting.
ReplyDeleteI use conferencing with my SRA class when grading their open responses. Students are required to write a paragraph at the end of each lesson. After they write their paragraph, I meet with each student to make corrections grammatically and ideas of how to make the passage flow. I encourage proof reading so they can ensure they wrote what they want to say as their answer. This strategy works well because students can see the changes made in their writing and apply it for the next piece. If a student writes a proficient or distinguished open response I share it with the class so they have an example of excellent work.
ReplyDeleteI use conferencing with my SRA class when grading their open responses. Students are required to write a paragraph at the end of each lesson. After they write their paragraph, I meet with each student to make corrections grammatically and ideas of how to make the passage flow. I encourage proof reading so they can ensure they wrote what they want to say as their answer. This strategy works well because students can see the changes made in their writing and apply it for the next piece. If a student writes a proficient or distinguished open response I share it with the class so they have an example of excellent work.
ReplyDeleteFeedback is very important in the classroom, specifically math in my opinion, because it provides an opportunity to find the problem and as Barney Fife would say "nip it in the bud". I was a few different styles of feedback, the most common being 1 on 1. actually talking to and having a student explain to me what they are thinking when they work out a problem. Here you can diagnose the issue and determine what steps are to be taken.
ReplyDeleteAnother common feedback I give is with the "commit and toss" activity. This allows me to quickly get a true snap shot of how many students are there, close to there, or miles away from there. I can give the student/whole class feedback on a problem, without creating any embarrassment for the student
I use conferencing with my students. It is difficult because we don’t have a set class to work on behavior lessons. I use every opportunity I can do conference with them on better ways to handing a situation, better ways say or ask for something from peers/teachers. We role-play better ways to handle something that they have said or better/safer ways to handle anger.
ReplyDeleteIn my last unit, I was teaching my students to write on-demands. I was able to incorporate some of the chapter 3 activities in my lessons. When my students do an on-demand, I teach them to go through all the steps of the writing process. When we were working on revising students' rough drafts, I had my students work on revising with a partner. To help their partner revise their paper, students had to follow a check list of steps to complete during the revising process. As they finished a step, they checked it off their list. I also had them do something very similar when we moved on to editing their revised work. We use "CUPS" in our class, which means that students look for capitalization, usage, punctuation, and spelling errors while editing their writing. During these steps, I was able to do individual conferences with students who needed extra help. This was a great success because it allowed me to get in some one-on-one attention with the kids who really needed it, while the more independent students were helping their partner. All of these methods were effective in getting the students specific feedback that they could use. Often if I give advice for writing to the class as a group, it goes in one ear and out the other; however, if I address that same issue with a student one-on-one, it has meaning to them. I was pleased with the finished product, which was a positive learning experience and some great writing!
ReplyDeleteI normally use the smart clickers in my classroom on exit slips & assessments. It gives the students immediate feedback and allows me to target specific questions that students missed. I also use peer response feedback with Do What. Students trade do what notebooks and peer score them.
ReplyDeleteI use clickers on every unit assessment to give students immediate feedback and I can check to see what questions were missed the most and I then reteach.
ReplyDeleteThe activity I did from the chapter was peer/partner feedback. I already do this on all my OR questions. I give students a checksheet to use as they grade another student's OR answer. Students know what they are accountable for and what my expectations are. They get to be the teacher/grader, so they know exactly what to look for when using the checksheet and see why they got the score they did.
Peer Feedback” works well for gifted students as long as it is positive, what I mean is this, your presentation or answers would be better if you would have used sound effects on this slide in place of that slide or your power point was very colorful but we couldn’t see the print. (Which both happened in my classes) My classes are small; I usually let them tell us if they did the presentation again what would they do different. But this time I put them in partners and they discussed how to make their presentations better. They came up with so many different ways to improve their work. They discussed what they would put in or what take out of the presentation, and the biggest discussion was appropriate vocabulary and verbs for their age.
ReplyDelete