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