The word assess has its roots in meaning to sit beside. Effective feedback should be a conversation that promotes growth and innovation, fosters curiosity and love of learning, embraces failures, and builds on success. #formativechat#formative
Hey Roman! Welcome! If you haven't heard, it's Formative Feedback Week and beyond tonight's chat, we'll be posting more discussion questions for you to engage in throughout the week! #formativechat
A1 It's important to be constantly assessing where kids are at in their learning. Should always be done in collaboration with students to gain more autonomy & accountability. It needs to be often to stay relevant & provide necessary feedback to sustain improvement. #formativechat
I had my students create podcasts. I made them hand in a few script drafts. The final project was presented to the world. It had to be good! #formativechathttps://t.co/ZpGCrjPJsr
A1 We need to have feedback that is timely so that we can act upon it, use it to set new goals, reflect, make adjustments in our practice #formativechat
Welcome Jayson! Happy Formative Feedback Week! Beyond tonight's chat. we'll be sharing more discussion Q's and would love to hear your insights! #formativechat
A1: Ss have to know how they are doing right away and given multiple opportunities to improve their learning; by providing FB often, Ss know if they are on the right track and can adjust accordingly. #formativechat
A1 To make it the norm rather than the exception. To view assessment as a process not as an end result. To establish a dialogue that helps Ss understand that learning is something you do and are a part of not something that is done to you.
#formativechat
A1: giving them sporadic FB that is spread out doesn't give SS the chance to improve or reflect on their learning; it leads to unreliable assessment data - and it's not fair to Ss. #formativechat
A)1 Feedback also allows for educators to reflect on their lesson and to adjust their teaching as necessary to ensure they are reaching all their students #formativechat
A1: All students want to learn but not all will have the patience to wait for direct individual feedback from teacher. Quick feedback improves the flow of learning in the classroom for all. #formativechat
A1: Can see the early part of formative assessment. The "often" part may be determined by the learning goals. Perhaps Ss need time from assessment to reflect properly and make independent cognitive decisions over their learning. #formativechat
A1: Feedback is like any other relationship: when you pay attention and communicate with caring or concern, more likely than not, the relationship improves. #formativechat
A1) It is a horrible feeling to practice something incorrectly for days, months, even years and then have to undo all of the misconceptions in your head. It can be frustrating. #FormativeChat
So important to give Ss feedback often, and it can be a brief check in, just to see how they are doing, and help them to keep making progress #formativechat
Not every learning activity needs to be graded, but feedback so important in the process. I can learn something that's not graded -- but harder for me to learn without feedback. #formativechat
A1: Feedback helps guide Ss toward their learning goals. It's important to cheer Ss on along the way and to clear up misconceptions before they stick #formativechat
This! Because Ss need to KNOW where they are and how to move forward. Ts cannot keep it to themselves and think that mastery will magically occur. #formativechat#involvestudents
And to realize so much of this learning "stuff" is process. I don't want to be graded on process...let me practice the process. When I'm ready for a grade, I'll let you know. The time to be graded signifies my confidence toward mastery #formativechat
Not every learning activity needs to be graded, but feedback so important in the process. I can learn something that's not graded -- but harder for me to learn without feedback. #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
Yes. Feedback can drive everyone to do great things. As long as the feedback is given constructively, great things can come from it whether the feedback is positive or negative. #FailFoward#glasshalffull
I just put in an application to a school district to conduct research on the impact of descriptive FB on Ss learning - #fingerscrossed#formativechat@Rdene915
A2 We need to model & teach how to give effective feedback. It students’ feedback is “wrong” we must question why? Often, we don’t give them a chance to learn, practice, model & give appropriate feedback. Build trust with kids. They are CAPABLE. #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
In order to provide true and meaningful feedback it is essential that one promotes and excited a positive climate and culture in they're classroom that is built around constant feedback to work on #GBED (GetBetterEveryDay) #formativechat
A2: Pairing Ss with those who are strong in a particular skill with those who aren’t allows teaching opportunities to exist amongst the Ss. #formativechat
#formativechat a1 When we are used to checking for certain attributes of language then there is less to fear and confidence in contributing can kick in. #languagematters ss get the cues of what pattern looks right sooner, it's empowering
A2. Allowing Ss to give feedback to each other should not be undervalued. It benefits both the one giving and the one receiving #realworld#formativechat
A1- It is easier for Ss to hear and use feedback in small chunks and prior to the final product. Once a piece is complete feedback becomes harder to hear #formativechat
Agreed -- and the problem is that most assessment is delivered on a timeline in which all Ss are assessed at one time, rather than when they are ready individually. #formativechat
And to realize so much of this learning "stuff" is process. I don't want to be graded on process...let me practice the process. When I'm ready for a grade, I'll let you know. The time to be graded signifies my confidence toward mastery #formativechat
Not every learning activity needs to be graded, but feedback so important in the process. I can learn something that's not graded -- but harder for me to learn without feedback. #formativechat
A2: Ss do need coaching in how to give effective feedback - more than just "I liked it" or "Good job"... However, we as Ts must model what that effective feedback looks like and sounds like within our own practice as well. #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
A1 (part 2): Frequent feedback is so important for us Ts! It lets us know where students are and we can make better instructional choices for our Ss (thanks for helping me think about this, @LScumpieru!) #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
A2 Students can be given a form to give feedback. One easy way is two comments: 1. Something I enjoyed and 2. Something I’m still confused about
If the lesson is guided By a learning target the feedback will come easier. #formativechat
A2) We need to make sure that we are modeling the proper ways to provide feedback or Ss need to see this from us and in turn we need to allow them to practice in a non threatening environment to give feedback to one another #formativechat
A1: Without regular feedback, Ss are either spending valuable time practicing something they’ve mastered or spending valuable effort practicing the wrong way. Feedback is necessary to keep the learning process moving in the right direction. #formativechat
A2: Ss can't give effective FB if they are not taught how; you need to start with success criteria and 'look fors' and model the process - Ss should know what success looks like - for that the T needs to know what success looks like #formativechat
A2 Students are great learners & teachers. We need to help them learn and develop their skills in analysis and organization & communication of ideas. We need to empower them to assess and provide feedback. It is our duty to help guide them. #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
A2 for peer work, ask very specific questions that students must answer about each other's work, usually on something they've been working on #formativechat#KnightsDaily
A2 Often, teachers will plan a "peer feedback" or "peer review" opportunity, but haven't yet modeled how to give feedback or review. When I taught peer feedback, I created a systematic plan that focused on one specific thing at a time. In that way, I taught process #formativechat
A2. Ts also need to know the "why" behind their feedback. Is it standards or grade based, or is it to promote curiosity and unlock creativity #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
A2: I disagree to some extent. If Ss are "grading each other's work" - that's not a good thing. But Ss collaboration on feedback to promote understanding can be a powerful tool, particularly when Ts take the role of facilitator #formativechat
A2: we have to model for students to know how to give feedback. Good, constructive feedback. This might mean that we have to review and read through the peer feedback and add what was missed for a couple of times. It’s a growth mindset for all. #formativechat
A2: I found this feedback cheat sheet that students could have to drive their feedback into a more positive direction:
https://t.co/oMa4tmgWc7#formativechat
A2 I think students need modeled examples. Maybe even a student-centered rubric to give feedback. A great tool is peergrade.io...makes feedback anonymous so students don't feel pressure. #formativechat
A2: I think if peers know to only produce feedback on one or two areas, and they are basing the feedback against a clear objective, then peer feedback can be beneficial. #formativechat
A2: Most peer review is well-intentioned. But critical for Ts to provide clarity with what is expected. Not a natural condition for Ss to be critical of each other. Ts must create conditions where constructive feedback is encouraged. #formativechat
I love the way you worded this. I think educators need regular, specific feedback for the same reasons. We need to know what we do well and how we can adjust our practice. #formativechat
A2 - Not necessarily wrong. Just like anything else feedback is a skill that needs to be learned and nurtured. Definitely need to model and promote. Important as some students tend to learn better from peers. #formativechat
Q2! Hattie says, "most of the feedback Ss receive about their classroom work is from other Ss--and much of that feedback is wrong." Do you find that to be the case? How can we help them give effective feedback? #formativechat
A2: give them exemplars and have them decide what is effective FB over ineffective FB - why? Do discussions, gallery walks, & technology. #formativechat
Q2: Practicing with exemplars is a great way for Ss to learn how to give effective feedback. I tell my Ss to not ask or answer a question that I wouldn't answer. This keeps Ss from asking for just the answer. #formativechat
Another great option is spiral.ac Ts can scramble the student responses and another S gets it to respond. Given the right culture, it can be powerful #formativechat
A2 I think students need modeled examples. Maybe even a student-centered rubric to give feedback. A great tool is peergrade.io...makes feedback anonymous so students don't feel pressure. #formativechat
A2) I think it begins with our ability to intentionally model the feedback that we provide others. Think about the number of times when someone tells you something is good. #formativechat
So important to model this, it can be uncomfortable for Ss to give peer feedback, but with strong modeling and support in place, it gets easier and Ss become more confident and comfortable #formativechat
#formativechat a2 I might show this and then do it, so as a springboard ss have a modelled way to give helpful feedback. Respect the answer, where they repeat it is also useful, it gives positive cues.
A2: Ss must exhibit agency over their work -- must be encouraged to take or leave peer reviews. Goal is for independent analysis of their own mastery, while receiving and considering the comments/suggestions of others. #formativechat
A2: constructive fb is a skill some Ss may not attain at a young age. Their feedback may not be wrong, but it also may not help their peers build. It is not always the case, as long as it is brought into the classroom and expectations of feedback are there first. #formativechat
A2: Providing checklists is helpful for peer feedback. Ts need to be giving feedback to model this for Ss. It is not solely Ss responsibility to give feedback! #formativechat
I also like starting with how to give specific compliments, based on the criteria. I find it gets them looking for the good in their own work as well! We use progressions to look for next steps. #formativechat
A3 I think the “Feedback Hamburger” is a general one-size-fits-all approach. I personally do not use it. If you build authentic, trusting, caring relationships, your discussions with kids about their work will always be honest and necessary. #formativechat
A1. The longer Ss go without feedback, the more anxiety sometimes is created when dealing with tests and responses. Ss need fast feedback or as time progresses, they begin not to care about what they are doing. #formativechat
A3: Instead of the hamburger, I give oral feedback during Ss working in Google Classroom. If I give written comments, they must write back to me. #formativechat
I absolutely agree! Positive feedback is needed. Whether it be from a discussion or from a written assignment, students need to know what they’re doing correctly. Constructive feedback should be sprinkled in as it is the most important for growth! #formativechat
I absolutely agree! Positive feedback is needed. Whether it be from a discussion or from a written assignment, students need to know what they’re doing correctly. Constructive feedback should be sprinkled in as it is the most important for growth! #formativechat
A3 I like creating forms that work in many situations. That would be good for a quick daily lesson format for feedback and then create more specific ones for larger pbls or essays or presentations. #formativechat
A3: Eh, sometimes. Better than leading with negatives. I’ve been working on improving my feedback in reading/writing conferences and one change I’ve made is including compliment conferences. Helps kids be more self-aware and purposeful and boosts confidence! #formativechat
A3 Not always. Sometimes we can kindly state the constructive feedback. It can get lost when it’s sandwiched in between positive and the person never sees/hears it #formativechat
Good point @novakro Feedback is like instruction, there is not one defined way to give feedback. Feedback needs to be tailored to Ss needs & wants #formativechat
A3: as long as it's based on the success criteria and relevant vocabulary, there are many models of FB that can work. But you need to add strategies and resources to help Ss meet the next steps. #formativechat
A3 In the “Feedback Hamburger” we need to always avoid the word positive/negative. In a growth mindset, all feedback should be constructive/help develop learning. Comments can’t be superficial, dig down, learn, praise, fail; always learn. Always look forward. #formativechat
A3: It's a great start for Ts and Admins who want a foundation upon which to build effective feedback. I think the method depends on the Ss or Ts and the situation at hand. #formativechat
A3: Perhaps depends on how this is offered -- there is research that confirms Ss may disregard much of comments made in the margins. In that case, perhaps assessment convos more effective. Sitting beside the Ss and engaging in personalized feedback. #formativechat
A3: I think the most import stuff needs to come first and it needs to be authentic. It also depends on the person. I personally can't stand getting a compliment if I know it will be followed by "but..." Know the Ss and be authentic and supportive! #formativechat
A2. We need to model to Ss how to give effective feedback. If Ss aren't giving feedback effectively, we must observe and question to find out what is taking place to solve problems and work with the Ss on giving eff. feedback. #formativechat
I’m beginning this semester to conference during in-class work time but then leave a brief conference note in the student’s shared conference Google doc so we have an ongoing record of conversations #formativechat
A2: Stduents are not going to attain the ability to give constructive feedback without instruction. It isn’t a naturally occurring skill. I think social stories, checklists, modeling, and role play would be helpful for elementary students. #formativechat
A3: Feedback hamburger is a great tool for Ss to use with one another when they give feedback. I think it can feel inauthentic for Ts to use, at times. #formativechat
To many times we get caught on all of e the positive and never are specific with our feedback that truly allow individuals to reflect and #GBED#formativechat
Good point @novakro Feedback is like instruction, there is not one defined way to give feedback. Feedback needs to be tailored to Ss needs & wants #formativechat
I like a collaborative approach..what is it you like, what is it you want to improve, I like to point out positives but also be honest about how to make it better.. #formativechat
#KnightsDaily A2: PNI- positive, negative, interesting or two positives and a room for improvement; the compliment sandwich works in general to teach how t respond in general #formativechat
True! We might open with strengths or close with strengths. Sometimes the sandwich makes it get lost. It’s just abt knowing our audience. #formativechat
#formativechat a2 There are so many ways to say jump, laugh, cry. If ss are creating then they are showing better feedback. Demos make such a difference. #auslan#languagematters
A3: Ss should receive feedback that are relevant to them as an individual. What can be the next step for them and their work? How can they transform what they are learning into their future professions and the community? #formativechat
A2 The trouble with this is to define constructive feedback. Accurate feedback based on descriptors from rubrics or standards are not necessary Effective Feedback #formativechat
Great approach! Have made conferencing an everyday part of my courses and have never looked back. It's what Ss remember and value most (as opposed to mind-numbing lectures). #formativechat
I’m beginning this semester to conference during in-class work time but then leave a brief conference note in the student’s shared conference Google doc so we have an ongoing record of conversations #formativechat
You have a great point. It's important for that positive feedback to be genuine too and Ss can tell when it isn't (even more distracting) #formativechat
Thank you for the great #formativechat Looking forward to the questions later this week. Have an amazing week everyone! Don't forget to be kind and shine your light!
A3: I think the fb hamburger approach may be helpful, but depends on context. I’m shifting to a HS workshop model for ELA, so I’m hoping my conferences can be more conversational - which may not follow the “🍔” model #formativechat
A3) I think it depends on the situation, the students, your relationship, and the goal of the feedback. Sometimes the hamburger method feels patronizing.
I've seen Margaret Heritage use the Two Stars and a Wish format when Ss give feedback to each other.
It's a little different than the hamburger. #formativechat
This is a great idea to make feedback more comfortable at first. Maybe a next step could be attaching words to the emojis such as “This part looks great!” and “You could improve this part.” Eventually the emojis could disappear and Ss could use the wording alone. #formativechat
#formativechat a3 Hamburger method of giving feedback. WOW! I've not seen this before but yeah I can imagine it works well. Mind you sometimes a nod is just as good, to keep conversation flowing #aussieed#myedoz
Yes! I love this quote! While I think that we can give praise and we can give suggestions, ultimately we want to help Ss work towards becoming mor socio-emotionally and academically independent #formativechat
A3 It's a good place to start.Need to build relationships w/ Ss so feedback can take a variety of paths.Sometimes might need to streamline feedback due to time so may be direct method.Not sure if there's a 'formula' but + classroom culture needs to be established. #formativechat
I’m beginning this semester to conference during in-class work time but then leave a brief conference note in the student’s shared conference Google doc so we have an ongoing record of conversations #formativechat
Thank you for an awesome chat with a great PLF that continues to grow and inspire! Have a wonderful week full of great feedback and conversations! #formativechat
Thank you so much for joining #formativechat everyone! It's Formative Feedback Week and we've got more great Q's for you to engage in throughout the rest of the week! Tweet your responses to #formativechat !
A3. In dealing with feedback, we need to be able to provide constructive feedback but do it with kindness and not be harsh about it. In combining it w/ pos. feedback, we have to watch about adding too much "compliments" and not enough in constructive feeedback. #formativechat
A3: I think the most import stuff needs to come first and it needs to be authentic. It also depends on the person. I personally can't stand getting a compliment if I know it will be followed by "but..." Know the Ss and be authentic and supportive! #formativechat
Thank you for an awesome chat everyone! It was a great way to start Formative Feedback Week! Special shout-out to @Rdene915 ! I really enjoyed working on the Q's with her! #formativechat
Thank you so much for joining #formativechat everyone! It's Formative Feedback Week and we've got more great Q's for you to engage in throughout the rest of the week! Tweet your responses to #formativechat !
A1: Giving feedback early and often establishes learning as a process that occurs over time. It removed the “one and done” and “gotcha” perspectives. #formativechat
A2: We must teach students how to give beneficial and appropriate feedback for improving learning rather than a moment to just give meaningless kudos. #formativechat
A3: I don’t think feedback has to follow a formula. However when students provide feedback to each other, I encourage starting with “what went well” and then moving to “areas for improvement” so that students get balanced feedback and don’t feel attacked. #formativechat
