Feedback in Room 1113

Reflecting on what I read and listen to is one thing, trying the lessons learners out is another, then reflecting on students’ finished products afterward is one more area to consider.   So, where am I today? I have just finished grading the second set of essays that were developed using conferencing in lieu of ‘sit, write, submit, feedback given, retake where necessary.’   It’s time to sit back myself and take stock of where I am and what has changed.  The conferencing really started with the DBQs, then I expanded the opportunities with the following argument essay.... Things are a'changing in Room 1113! 1. The DBQ process The DBQ, by definition, is very scaffolded, and we followed the usual process.   As always, several students just did not do what was asked of them or were not able to keep up with the pace.   The texts are hard and the process is new.   I need to keep adding additional supports.  But this time, I made changes with the feedback process, and it

                                                                  IT'S A MINDSHIFT! I was planning for next week, and I realized that my thinking has shifted.  Just a little, but it's definitely there.  Change.  Good Change. It's an interesting concept. I was considering the feedback that I've been given as I've been conferencing about essays.  The realization came to mind that I need to be much more intentional about PLANNING for feedback. Of course I have thought about feedback before, and this is scarcely the first time I have every conferenced, or put time in my lessons to give feedback, but other than on those specific occasions, I haven't ever planned through a lens of 'feedback first'.  At first I didn't even realize that I was doing it, but as I looked over my notes and began to build my slideshow, I realized that I was finding myself thinking, "Oh, I can do this in stations and have a conferencing group," or, "Wh

So, the journey begins.  Day one of the new grading process. The students had an online Screencastify created by me, notes to complete, an activity to finish - simple stuff, ethos, pathos, and logos, they were then tasked to find examples of each in magazine advertisements, cut them out and create a collage.   Simple stuff that last year had me twiddling my thumbs as the kids got to work.   The perfect opportunity for me to conference while they worked. Essays have been written. ✏️ Feedback has been given.   📖 No grade assigned. Time to get conferencing!   My first emotion at the end of period one:   “Oh my goodness, I’m never going to get through this. I hope I do.   I hope I find a way.   These kids will graduate high school before I get this done. I only achieved two kids in a class period. TWO!” 🤦‍♀️   It really didn’t get any better, the most conferences I accomplished in a class period was three. 🤷‍♀️ So, back to regrouping. How I do this? Becaus

So, commitment and decision made.   It’s a done deal!   I’m going to move forward with a view towards experimenting and finding my route with grading and feedback.   It will all officially begin in January.   I’m going to start with 2 of my 4 classes and see how things go.   Being me, I originally wanted to start wholesale.   Wiser heads and good advice prevailed 😜 . I will play, try, fiddle, and experiment with just half of my students.   This will give me excellent data and feedback with comparison, as well as somewhat reducing the pressure.   I will not change things with my grade-driven advanced class.   I will leave well-alone with my struggling, larger, on-level class...but my two other classes offer up the perfect scenario.   I have built good relationships with both parents and students alike:   I feel that we have built a strong level of trust.   Since they are smaller classes (low 20s), it will be easier to build in more conference time as I find out what works (and what do

So, here we go....time to up the ante and GO FOR THE GOAL! At the end of last year, I had set a goal to focus on grades representing standards, not just numbers that were somewhat randomly assigned to work.  Oh, OK, we had rubrics, we could justify the numbers - but a student would just see an 80%, not how they got it.  Were conventions an issue?  Was organization letting them down?  Was there evidence and elaboration?  Who knew?  I knew as I was grading, but after that, work had a value given - and that was it.  It wasn't working for me. I hate grades. Period. They cause issues.  They create unnecessary concerns or put a band-aid on a real issue.  Students work for grades and not for learning.  Parents hone in on the number and not why the number was realized.  We all fall into the trap of using grades like candy.  We find ourselves describing children as a number.  It's wrong. So very wrong. Think about a world where students pay attention to feedback and it matters