Chapter Two: Providing Feedback
Giving student feedback is important, as we all know. Chapter 2 contains an interesting quote from Harvard researcher John Hattie: feedback is "the most powerful single innovation that enhances achievement---and that it is best given in "dollops" of feedback.
Generalizations:
- Feedback should be corrective in nature.
- Feedback should be timely.
- Feedback should be specific to a criterion.
- Students can effectively provide some of their own feedback.
- Use criterion-referenced feedback.
- Focus feedback on specific types of knowledge.
- Use student-led feedback.
- Word Processing Applications
- Data Collection Tools (classroom response systems, grading software)
- Web Resources
- Communication software (blogs, wikis, email, instant messaging, video conferencing)
Remember that it CAN be intimidating to learn new things--especially if those around you seem to have an air of "well, clearly ANY teacher should know this stuff." I ask that you keep that in mind when reading over comments and responding to the comments of others---just as I want my classroom (which happens to be the MMMS Library) to be a safe learning environment, I also want this online learning space to feel safe, as well.
Student to student feedback can be an invaluable tool--especially in an online situation as it is really the only way to have a "conversation". Please DO feel free to respond to the comments of others in this class. :)
Please discuss in the "comments" or via my campus email the following:
Out of the 4 ways listed to deliver student feedback (other than the grading software, which we all have access to) which do you like/dislike? What are your favorites and why? Do you find that you have the tools/training to use them, or is this an area that you feel needs improvement? Is there a tool listed that you would like to challenge yourself to use or use more often?
image from: http://www.canstockphoto.com/images-photos/feedback.html
So this is my comment before reading the chapter:
ReplyDeleteI am commenting on data collection.
Right now, in my classroom (2nd) students work on raz kids, accelerated reader, xtra math, and the brand-new istation!!!
I have found that it is very important to watch the kids as they work, then look at the data that you get from the computer. One student with a very low reading level has the most points because he just clicks on any answer....by inputting tons of answers...he accumulates lots of points. Invalid data.
It has also been important to show the students the reports that I look at. Some students were working on reading comprehension quizzes way below their level. When I showed them that their work is recorded, and viewable by me (also a real life skill....computers keep records!) their work improved.
In my Graphic Design class, I can't imagine using Word Processing applications to give kids feedback. I already fight the idea daily that I teach BIMM just because I have computers in my room. To incorporate anything "work process-y" would just reinforce that (wrong) idea.
ReplyDeleteOf the 4 ways listed, I enjoy using data collection tools. In my room I have an Insight system. It allows me to send out a question and FORCE the kiddo to answer it before his/her screen will release. I can use it as a survey instrument or a quick rewind from yesterday's lesson.
Since mine was the first classroom in the district to have Insight go live, I would have to say I don't have enough training. But I volunteered for that so that I could help understand the buggy issues before we shared it with the rest of the district, so I don't mind. I would hope before other classes come online there would be some form of training.
I could use instant messaging more to my advantage, through the Insight system. That's probably the one I would pick to challenge myself with. As it is I IM them at their desk when they've caught a missing grade. I'll IM the new grade so the kiddo knows what's going on right then.
Has anybody else noticed that the time post on this blog is all over the place. Hours earlier / hours later? That's odd.
ReplyDeleteI hadn't noticed it until you mentioned it---it is weird---not sure what the deal is---but I'll look into it!
ReplyDeleteokay, hopefully it is fixed now! thanks again for bringing it to my attention!
ReplyDeleteI use an app called socrative. I type in my quizzes and tests into the app. Students can use my iPad or iTouch to take the quiz/test. Data is collected from the class and a spreadsheet is sent to my google docs. The students' individual tests are also sent to my google docs. This is a great way to collect data!
ReplyDeleteI tried posting this earlier this week using Chrome but it wouldn't work. I tried Explorer and now it's working! BTW I added this blog to my google reader so that everytime there's a new post it'll tell me. I almost forgot to check this week! I thought this might help anyone else who uses google reader and hadn't thought to add this blog. :)
How do you add it to Google Reader Linsey?
DeleteI enjoyed reading about the classroom response systems, wikis, and emailing options. I think the classroom response systems would provide an interactive way to get students involved in testing their knowledge, in a way they would enjoy. The wikis seem like a good idea, especially for group projects. I like how teachers are able to see exactly how much each student is contributing to the group. I would like to start using email with my students. While I know students can access email at school, there are many who still do not have computer access at home, much less smart phones. I know that students are able to access computers at the school library, but their scheduled class time throughout the day limits their opportunities to access those computers. I would like to challenge myself to use emailing and possibly start a blog in the future.
ReplyDeleteI would definitely appreciate training on a specific class response system or wiki. If I have to, I am able to figure most things out on my own just by navigating a system many times or reading the help instructions provided. This still cannot replace training by someone who knows little shortcuts, tips, and tricks which can make use of these programs much easier.
I use have used all of the resources mentioned in this chapter but am most familiar with the data collections tools. I have used different software programs such as Carnegie Learning, IXL, Think Through Math where I am able to pull students data. I do agree you have to watch them as they are in these programs. I have found out that many students will just click on answers until they find the correct answer. I am able to see if the are really working or "playing" during our computer time. These reports inform me of the areas where my students are struggling. I also know if they spend too much time in a particular area where I can then pull them for small group instruction.
ReplyDeleteWeb resources are wonderful for another aid in digital teaching for a particular objective. My students will go the lab and I will have specific guidelines for them to follow and which sites to go to reinforce skills that I have taught in class. Of course they love their game sites which I do allow them to go to at the end of each session in the lab.
As I had mentioned in our last post, when we do blog entries from kidblog, or Edmodo, my students can get immediate feedback from me on answers to my questions that I post. They can see their grade and I am able to give them guidance in how to solve the problem correctly. I too have used Socrative and truly love using that for a quick quiz grade. The results are sent to my email account in a spreadsheet.
I have not used the word processing applications in my classroom, however I have participated in an online class in which my professor would correct or give me feedback on papers I had sent to her.
All these tools are extremely helpful and sure make things a bit easier for us so we can spend more time with our students one on one.
I have, in the past, used MSWord comments for timely feedback. It works well in some situations, primarily those requiring student collaboration on a project. It works particularly well if there is a shared drive in use. I understand that the CTE department once employed a quick response system. I also understand from my co-workers the reviews were not good. I have personally never used this system nor seen one in use. I do believe it would work better with younger students, rather than teenagers. I currently use web resources extensively. There are so many interactive websites that are useful for teaching things such as problem solving, rocketry, linear measurement etc... There is even a website for CO2 cars called the need for speed. I can pretest student knowledge and students can recognize their own skill level in a non-threatening environment. Blogs are also a useful tool for feedback, especially for problem solving. It is instant and allows for immediate sharing of ideas, even if the students are at home. Of all these, I do prefer interactive websites and problem solving games for the subject I currently teach. If I were teaching English, I would use blogs and word processing.
ReplyDeleteAll that being said, and I know this is a technology class, but I will always believe personal feedback is best for students as they are creating, learning and testing. I love technology. I teach technology. Nevertheless, personal feedback is warm and real. I think it makes most students feel more valued. Tech feedback cannot replace personal feedback, but is a useful tool for coaching toward a goal.
I'm currently taking a class that uses a program called Scholar on the internet. I've really enjoyed using it because it has a part to post blog comments (much like this), but it also has a place for word processing. The moderator of the group can set up assignments with specific grading criteria. He/She can also set up assignments to be anonymously peer edited. I found this incredibly valuable. I'm amazed at what good feedback I can get and give when it is anonymous. It also has a space created for comments from the professor. I can't imagine using this without a lot of complications in the elementary classroom, but I think it would be an amazing tool for the high school level.
ReplyDeleteI have often wished for a way to collect data immediately in class (use of smart phones or iPods.) I don't have access to those tools right now, so good old fashioned paper and pencil will have to do.
I need to learn more about Socrative. I have heard such positive things about it, but haven't had the chance to use it yet.
In my current 3rd grade classroom we use the 1st three to collect data, help us analyze, and set new goals. I like them all. If I had to pick I really like the web options. It’s really easy to pull reports and change up my groups based off of that. I can honestly say I wish I had more training with programs like Think Though Math, and when I first started with the district I never received training over gradespeed. I just relied on my team members and a lot of trial and error. Since I don’t really use communication software like emails and video conferencing to give feedback I think it would be fun to incorporate it into my class some way.
ReplyDeleteOn another side of feedback for classroom behavior I use ClassDojo on my ipad and iphone and it provides the students and parents with feedback. It is great because it focuses on the positive and not always of the negative aspects of behavior.
I teach Pre K and we use the scholastic big day website and mclass for collecting data. It is so much more detailed than others I have used and it also breaks it down by objectives and divides my small groups for me. I am able to see what objectives I need to focus on more as a teacher opposed to individuals objectives for the students. I have not tried the classdojo but I am looking it up tonight. THat sounds like something I could definitely use. Thank you so much for posting all of the different ideas. It gives me a lot of good information on apps that would benefit my class.
ReplyDeleteThere are several ways to over student feedback. Within our school district I use Accelerated Reader, XtraMath, Star Reading and Math, and I have used Survey Monkey when working with older students. I don’t have any in particular that I dislike, because they all provide information to me about the student. This information allows me to be successful with helping the student grow. I enjoy using Accelerated Reader the most because my classroom is very competitive and they work hard to reach goals and compete with other classes in the school. I could always benefit from additional training or knowledge when it comes to providing feedback. Some of the resources listed in the chapter I would be curious how to gear them toward younger children. I would like to challenge myself to use classroom response systems.
ReplyDeleteI liked reading about the data collection tools and wished we had clickers at our campus. As a first grade teacher I feel it would eliminate a great deal of duplicate answers from "friends". Not really sure if the other ways would be grade appropriate for my class. Most of my team uses class dojo and I have it but haven't ventured into setting it up and making it work for our class.
ReplyDeleteI personally love using class dojo and the students respond really well to having that immediate feedback. I have also seen benefits from iStation because of the immediate feedback given to students through the visual of a line graph. It opens a conversation to discuss the students’ progress and puts both students and teacher on the same page. Overall I have experience with using word processing applications, data collection tools, and web resources. I have not utilized communication software in my class. I have heard a lot about it and this is probably what motivated me to sign up for this training. I suppose I am just nervous to jump in!
ReplyDeleteI like using technology to give feedback. No matter the program its all instant feedback. I like using class dojo for behavior. Students are able to hear the sounds of good and bad behavior.
ReplyDeleteI also use math programs in my class that I can actively monitor the students as they work on the programs. I have never used comunication software in my classroom. Mainly because the majority of my students do not have internet or access to computers at home.
Thanks, everyone, for your wonderful comments! I'm excited to try a couple of apps that were mentioned myself! If there are particular apps, software, etc. that you think would be great to have training on, please let me know---I'll be more than happy to forward your ideas to the DSC and perhaps next year those specific applications and software could be added to the training list for professional development. I think if we let them know there is a need/desire for it, and someone can step up to do the training they would be all for it. I agree that it can be really helpful to have a training because, let's face it, it is really hard to carve out even more time in the day to just "play" with technology and learn it on your own. For me, at least, it is helpful to have a hands-on workshop, with handouts to refer back to and TIME to play with it, ask questions, talk with other educators who are already proficient at using it----that way I'm much more comfortable with trying it in my class.
ReplyDeleteand...as someone else mentioned, as wonderful as technology is, and as great as immediate feedback can be---nothing replaces real face-to-face or thoughtful handwritten feedback entirely. I think there is room for both!
ReplyDeleteI teach English and am working hard to integrate more technology into the classroom. My biggest hurdle is student access to technology, and most of mine have it. However, the few who don't can gum up the works.
ReplyDeleteRight now, all of the feedback I'm giving students is electronic. I use celly (Thank you Lanham!!!) to give students immediate responses to questions and Schoology to provide feedback on bits of assignments such as their thesis statements and outlines.
Feedback is something I struggle with. I know that the best writing instruction comes when students can sit with the instructor and go over their writing one-on-one, but as we all know, that time is almost impossible to get.
The high school has a license with turnitin which allows for peer review (marginally helpful--I use it primarily for students to see what their peers are writing and to help them focus. The feedback they provide to each other is all across the board). Turnitin also allows for recorded comments. I think this would be the ideal way to have a conference without having a conference, but I haven't set it all up yet. It is on my list of things to do . . .
I have used Socrative a few times, but as more of an information gathering tool than one for feedback. I also use the monitoring system in the computer lab to give students feedback as needed. However, I tend to struggle with this aspect of teaching at times, and wish I had an easier way to let students know how they are doing. I would like to use technology to do this (using a blog or wiki) but just have not gotten to it yet. Not to mention the fact that I'm not sure how my students would access it, since many of them have no internet access at home.
ReplyDeleteIn my class, I use MClass which is a computer based test. It gives us an immediate report on how the students are doing. However, I would like to see how the word processing applications and classroom response systems work. I think for the older grades the word processing would be helpful for both students and teachers because you can see what to forces on and the classroom response will be great for younger grades because you can add pictures and students can feel the independence of doing it themselfs.
ReplyDelete