#DITCHbook was created by Ditch That Textbook author Matt Miller. The chat focuses on innovative teaching ideas and disrupting standard textbook education.
Welcome to tonight's #DitchBook Twitter chat!
We're all about FEEDBACK tonight. You'll leave with a ton of great ideas!
Check in: name, role, location and ...
how you like to communicate with family and friends!
THANK YOU, #INeLearn!
This was a fantastic chat! Thanks for the fantastic contributions and discussion.
Follow others in the chat and keep the discussion going!
And if you'd like, join us RIGHT NOW for a great discussion on feedback in the 30min #DitchBook chat!
Craig, RTI Facilitator in Texas. I prefer old fashion face to face communication. I love playing board, card, and domino games with family and friends #DitchBook
Hey #ditchbook friends!
Matt, head textbook ditcher for Ditch That Textbook and 10+year HS Spanish teacher. Indiana.
Video calls with the family are my jam! :)
Adam, Tech Coach, ditching from Central CA, my daughters and I communicate across the house via the broadcast feature of Google Home. Facebook keeps me in touch with family across the country. #DitchBook
Welcome to tonight's #DitchBook Twitter chat!
We're all about FEEDBACK tonight. You'll leave with a ton of great ideas!
Check in: name, role, location and ...
how you like to communicate with family and friends!
Hey everyone - Adam from Cincinnati where I teach 7th and 8th grade Social Studies. My preferred method of communicating with family is a text message - I dislike talking on the phone. #ditchbook
Rachel and I am prospective teacher at Siena Heights University in Adrian, MI. I like to communicate with family and friends through FaceTime, text message and snapchat. #ditchbook
Good evening, #ditchbook! Evan Mosier, Technology Integrationist Lead Teacher and Language Arts Teacher from Davenport, IA. I love all forms of communication, but nothing beats a face to face meeting!
Here's the fuel behind tonight's #DitchBook chat on feedback ...
This FANTASTIC post by Grant Wiggins on the ASCD blog:
https://t.co/EhgJD78IDu
Think about these as we discuss feedback tonight! #DitchBook
HEY #Ditchbook peoples! I'm Stella, an Instructional Technology Coordinator from KY. My favorite way to communicate with parents is face to face. However, sometimes that is NOT reasonable. So, I like to make @Screencastify videos and do positive #Screencast-o-grams for them!
How cool... thanks. I heard @SteinbrinkLaura tip in the last episode and it was quite similar... figured there were a lot of similar ideas to pick from... how exciting! #ditchbook#gttribe
Will @WillStewartIV 🍎 5th grade teacher in Minnesota and co-founder of Edji (real-time annotation and critical thinking tool).
My favorite way to communicate is to get together around a campfire, meal or boardgame!
#DitchBook
HEY #Ditchbook peoples! I'm Stella, an Instructional Technology Coordinator from KY. My favorite way to communicate with parents is face to face. However, sometimes that is NOT reasonable. So, I like to make @Screencastify videos and do positive #Screencast-o-grams for them!
A1: Students need that confirmation that they completing tasks correctly or incorrectly. It allows them to grow and develop their skills. Without feedback, the learning process would be basically stagnant. #ditchbook
A1: If we aren't giving feedback, what is the point? How do Ss (except for self-reflection but even that is feedback driven) grow and improve? #ditchbook
A1. For the same reason why it is important for anyone to receive feedback. Feedback should help us grow by giving us opportunities to find our strengths and weaknesses. Humans crave feedback. It's a natural process. #ditchbook
A1. They grow and learn to maximize their potential. However the feedback has to be effective and thoughtful. Not all feedback is beneficial to Ss #ditchbook
A1: Just as adults sometimes need reassurance of a job well done, students are no different. How can they improve if we don't alert them how? #DitchBook
Howard, teacher, Silicon Valley. Over dinner tonight. We did an anniversary dinner together (tomorrows the big time). The kids got to ask us about how we met. #ditchbook
A1. Students need and respond to actionable feedback more than arbitrary numbers that mean nothing. Feedback before the grades! I've been much better in the New Year. #ditchbook
A1: Effective feedback for students is very important for their growth. Something I have to get better at as a Principal.....effective feedback for our teachers. #DitchBook
A1 Feedback is important for Ss (and adults!) so that they can grow and build on their learning. Feedback that is timely & actionable is key! #ditchbook
A1: Marzano & Hattie said so! Seriously though, feedback is the first, oldest & maybe the only form of learning. Hunt mammoths the wrong way→Ouch! Survive? Find new ways to hunt mammoths. Incorrectly add numbers → Here’s a chance (& maybe a way) to do it differently! #Ditchbook
Agreed.... was about to say grades/letters/numbers aren't really feedback anyway? If grades are all we give, school becomes about completion and not growth/learning #DitchBook
A1: Feedback has been proven by research to be one of the most effective tools in learning. Without feedback, Ss don't know if they are doing it right, should keep going or not, and have no clear direction to steer their ship. Everyone needs feedback. #DitchBook
A1: Feedback is important for growth. Students should learn how to give feedback and use feedback from peers and their teachers. This is important espeically in the writing process. #ditchbook
A1: Ss need feedback so they can continue to learn and grow! I check in with each of my students and give them glows and grows to continue in the learning process! That way they are excited & see where we want to go! #DitchBook
YES! Learning is not osmosis.
w/o feedback- They're going to go to college and be crushed during their 1st challenge. They're going to go to their first job and not know how to take feedback from the boss. Being able to take in feedback and grow from it is important. #ditchbook
A1: so students understand how they progressed towards a goal, and get experience with trial, error, going back to the drawing board, etc like they will in their professional lives #DitchBook
#englishteacherprobs
So true, but it is so valuable- I learned to integrate it into my lessons, student reflection, and class time to ensure that students made the most of it!n #DitchBook
Beautiful analogy! I can totally see this! As students work through hyperdocs or multi-tiered assignments on Google Classroom, I can leave different phases of feedback. THE COMMENT BANK HAS BEEN A LIFESAVER! #ditchbook
A1 We can provide students with different kinds of feedback. They need to know that we see what they are doing and that it is important. It doesn't have to be towards a grade. #ditchbook
Catan is one of our favorites. We have the old board too. We are trying to break the name "Settlers" in our house becuase when we bought it, the name was Settlers of the Catan. #ditchbook
In reply to
@KarlyMoura, @jmattmiller, @craigklement
A2: By always including what they are doing well along with the constructive criticism and by being sensitive to the individual needs of the student. #ditchbook
A2. Even when using the Comment Bank on Google Docs/Slides/Classroom, be sure to personalize the feedback! Include student names and specific praises from the student's work. #ditchbook
A1 feedback is like turning the steering wheel.. it’s little adjustments ..without them you would just sit in your driveway and go nowhere! We are the gentle hand guiding the steering wheel for Ss.. before they know it, they reached their destination! #ditchbook
A2: Give them time to implement it. Without time carved out to discuss the feedback, follow through on making changes, and follow up on those changes (with more feedback), the feedback is just a passing comment.
#ditchbook
Feedback begins day 1 with a "mathacognition" reflection in which students tell me when/how they've been successful/not in math classes before and what emotional associations they have and want to have with math. And I ALWAYS write back! Dialogue never ends! #ditchbook
A1 I love using @screencastify for video feedback. If I were in the classroom now, I think I'd use @flipgrid a TON! Such a powerful tool to engage in the learning process w Ss–before any summative assessment occurs! Oh, and of course comments in GSuite tools! #ditchbook
A2: 1 way is to help Ss make their learning visible. By creating a Sheets of their @quizizz daily accuracies & weekly quiz scores, Ss see their improvement (or lack of). Then each Thursday we look for gains of 20% or more throughout the week=Bubble gum feedback. #DitchBook
I’m an English teacher. Feedback is the only way my Ss learn to write better. I give them one thing to work on at a time to keep from overwhelming them #DitchBook
A2: Give the feedback in person, when possible.
I love how technology can streamline reaching more students in less time.
But it pays to connect with a few students per day on a personal level.
#ditchbook
A1 We can provide students with different kinds of feedback. They need to know that we see what they are doing and that it is important. It doesn't have to be towards a grade. #ditchbook
A2: Feedback needs to be timely, so I've tried to make more of an effort to give feedback while students are working whenever possible. I'd rather correct when they're partway through then wait until the end. #ditchbook
Would love to know a little bit about your workflow in using screencastify to give feedback. I just fear it would not be worth the time investment... #ditchbook
In reply to
@rachelmarker, @Screencastify, @Flipgrid
A2: In my Hashtagged Learning #eduprotocols I get to quickly see student real life to content connections and it allows me to give more personalized feedback to them. #ditchbook#techrodeo#CVTechTalk
A2: Use @screencastify to make the feedback more personal. Speak comments, point out strengths and weaknesses. Add jokes! Post the link to the video in one comment. Students can use pause to fix problems. It's less overwhelming than seeing 100 comments. #ditchbook
A2: one on one I like to point out the positives and offer intentional, constructive feedback.
If I’m typing comments, I type about specific things from their work I liked, or point out things that made me laugh. I try to avoid “nice job!” #ditchbook
A2 - For my students (0ver 90% move on to college), I harp on how the feedback they can provide themselves via retrieval practice and review will be tools they can use in college to study more effectively/efficiently. #ditchbook
A2: Giving students an opportunity to use the feedback. Forgot to capitalize proper nouns? Re-write it. Struggled to identify natural resources? Try it again. #ditchbook
A2: I have conversations with my students, which I have found is the best kind of feedback. This year I also started thinking questions, where I give written feedback and then students adjust if needed. #DITCHbook
A1) Feedback is huge for students. It is a formative assessment and Ts can show Ss where they need to go and how to get there. Feedback is kind of like a map to success. #DitchBook
Feedback is meaningless unless students have a chance to apply it. Otherwise, it's just a judgment. Feedback depends on reciprocity and a chance to re-engage. #ditchbook
Right now, I support Ts, so it's a simple URL share. But w Ss, I think I'd just link it in the comment box of a GDoc/Slide, etc. Depends on the project, of course, and age of Ss. Would likely require some explicit teaching to ensure they're watching! #ditchbook
In reply to
@mr_middle_2, @Screencastify, @Flipgrid
A3: By incorporating technology like Google Docs, feedback on a writing assignment could be back to the student as soon as the teacher is done giving it. Or incorporating assessment with something like Kahoot! Students know immediately what they know and don’t know. #ditchbook
Feedback > Grades
I've heard @alicekeeler and @jmattmiller say it numerous times... Feedback with a grade on it is wasted feedback. Once students see a grade - they're done. #ditchbook
A2: It's meaningful for students to understand the feedback PROCESS.
When they've left school and they know how it works, they'll be able to use it to keep striving for improvement. #ditchbook
A2: I use the TAG method to teach my Ss how to give feedback. They learn to Tell something they like, Ask a question, and Give advice. Students apply this when giving feedback on Google docs to their peers. Ss learn how powerful it is to use the feedback to revise. #ditchbook
A2: I I do Glows and Grows with my students by writing or speaking to them by giving something is awesome & areas to improve! I also liked to hear their feedback from them on how I'm doing too! It gives a chance for Ss to see that everyone gets feedback to improve! #ditchbook
A3: With all of the Google tools and the feedback options in Classroom, having feedback be digital means I can be more focused, while not emptying all the ink in the pen. While the handwriting may be more personal, the typing can allow the student to benefit more. #DitchBook
A3: The easiest way is F2F. With my room layout, I can easily (and spend 100% of time doing) roam the room, checking progress, discussing w/S, then moving to on to next S. Constant in the moment feedback is the best way for me to accomplish timely feedback. #DitchBook
A3: Conversations with students can give them feedback immediately. Comments in Google Classroom, Docs, or Slides also provides them with timely feedback. #ditchbook
Funny, I generally bank all of this feedback discussion in the *formative* process–not summative! Once the unit has concluded, and we do a final summative assessmt, the opportunities for student reflection/ feedback/ improvement is over! #ditchbook
A3: I rarely lecture or stand in front of the room. Between #hyperdocs and #eduprotocols I’m able to constantly circulate and provide feedback in real time. I love it because it keeps Ss engaged and helps me grade. #ditchbook
A3: @EdjiNotes helps me identify what my class (and individual students) are understanding or not. It happens in real-time which means I can walk around the room and provide feedback, support and scaffolding when and where it is needed. #ditchbook
Right! Too often, I hear folks conflating grading + feedback. Effective formative assessment can separate these two things: formative assessment is about giving students usable feedback that leads to mastery. Grades won’t do it because grades aren’t effective feedback. #DitchBook
I've read research that suggests some feedback can come too soon. Letting students think over their work before providing feedback helps them anticipate what you may say. Finding that balance point between too late and too soon is tricky! #ditchbook
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A3. In rdg and writing, through conferring. In math through quick checks so they can error correct and stick with problems.
This won't happen by grading HW the next day, returning a test at end of week etc #ditchbook
A3: I rarely lecture or stand in front of the room. Between #hyperdocs and #eduprotocols I’m able to constantly circulate and provide feedback in real time. #ditchbook
A3: Circulating the room, Google and good ole sticky notes! It is fun to see students light up because they get a note in real time about how they are doing! They also get excited when I leave comments on their Google Slides too! At first they thought it was magic! #DitchBook
A2: I use the TAG method to teach my Ss how to give feedback. They learn to Tell something they like, Ask a question, and Give advice. Students apply this when giving feedback on Google docs to their peers. Ss learn how powerful it is to use the feedback to revise. #ditchbook
A2) I do PBL So I do constant feedback on checkpoints along the way. We discuss their project so far, where to go and how to improve. I also ask them how can you make this better? #DitchBook
A3: I don't have to always be the one giving the feedback. Sometimes on low-stakes assignments I like to tell groups I'm grading one paper for the group so they better double check all of their answers. Cuts down on the papers I'm looking at. #ditchbook
A3 Having Ss do much of their work in GClassroom in Docs/Drawings/Slides makes for easy access when I'm home at night. That little "comment" button is magic! #ditchbook
A3: Using @peardeck to collect "anonymous" feedback. Ask the students how they feel with the content. You can poll them or gauge their understanding with a Q. #ditchbook
I give feedback but the students who need it most listen the least. I have students who constantly seek validation...they don’t have the same feedback needs as my struggling kids #ditchbook
A3: Just started sending laptops home with students. Would be great for teachers to make video feedback and assign students to watch and respond as homework.
#ditchbook
Reflection for self-improvement is crucial. A student has to be willing to think about their practice + self-coach toward improvement using the feedback given to them. Most of us likely need to do more to model + teach these skills. #DitchBook
Q4: "Less teaching plus more feedback is the key to achieving greater learning." -- Grant Wiggins
How have you found this to be true (or untrue)?
#DitchBook
A1: Without feedback, assignments are for the teacher - they can help shape lessons, but they don’t really serve a purpose for the student beyond completing the assn itself. Feedback puts the onus for growth on the student and gives meaning to the work they do. #ditchbook
A way to scale more personal student conferences:
Load student work on screen
Start @screencastify recording
Talk through feedback
Deliver screencast to student
Follow-up as necessary
Can be a good middle ground between written comments and face-to-face. #DitchBook
A2 i use voice comments in @showbie and @Turnitin to talk them through the rubric and provide “feed forward”. I encourage the process and revision. I always finishing with “I am excited to see what you do next!” #DitchBook
I agree that a mixture of in-person feedback and comments through Google make it easy to give feedback even while sitting on your couch. As a teacher, I love not having to take home a big pack of papers to write feedback on. #ditchbook
YES. I'm setting up my Eng 2 writers to get feedback from Seniors in OR with @LeachTeach4 , 8th graders in RI with @taenos99 , and possibly 5th graders in TX with @jchandlerteach . Giving Ss an authentic audience who will give feedback is my dream! #DitchBook
In reply to
@teachlikeaninja, @LeachTeach4, @taenos99, @jchandlerteach
A4. Yes Ss need time to explore, create, solve problems, and grow. This does not happen while sitting at a desk watching a teacher at the board or being talked too. The same could be said about PD for us! #DITCHbook
Q4: "Less teaching plus more feedback is the key to achieving greater learning." -- Grant Wiggins
How have you found this to be true (or untrue)?
#DitchBook
And, I would argue, that letting the student self-report their grade is huge because it takes the weight of judgment + the onus of authority out of the equation. Students can truly focus on feedback + improving rather than that end result. #DitchBook
A4-
We need to allow students to explore. Then provide feedback as they are exploring. One of my favorite ways to do this is with @eduprotocols#DitchBook
A4: I think this is really referencing stand-and-deliver teaching. Great feedback IS the teaching - students get personalized learning from it. #ditchbook
A4: Feedback means learning continues (wait, did I already say that?) I don't put grades on papers an assessments. I give feedback because learning shouldn't end. #ditchbook
depends. If the questions are just solely definitions - maybe not. If the questions are written correctly, I think MC has a great way of gauging understanding. #ditchbook
A4: I think it depends on the students. Some students really need explicit instruction and immediate short feedback. Others can be self directed and check in #DitchBook
A4 - So, I'll disagree here a little...I believe it is more effective and efficient for there to be 'more teaching' when introducing new info and/or complex concepts/information. Less teaching and more application/creativity after knowledge is acquired.
#ditchbook
A4: often we try to cover as much material as we can because of all the standards we have to teach. We don’t focus on mastery via the feedback process. I’d rather more learning over less material than less learning over more material #DitchBook
A3: I love Kahoot, Quizizz and Quizlet Live for timely feedback.
Students play the game.
Look at the data.
Re-teach where the data suggests they struggled.
Data-driven instruction -- and it's fun! #ditchbook
A4:
I found that I had to teach how to give good feedback - and how to receive it. Having a rubric that students had ownership over helped. Focusing on specific portions of that rubric at a time also helped.
#ditchbook
OMG YESSSSS .
A4:
First year Stella : Grade E.V.E.R.Y.T.H.I.N.G. It's vital.
Second year Stella: Same thing as above. New building.
Third year: Stella realizes that grades do not always = learning. Find time to talk to the students 1:1 in class. #ditchbook
Q4: "Less teaching plus more feedback is the key to achieving greater learning." -- Grant Wiggins
How have you found this to be true (or untrue)?
#DitchBook
This does run counter to Hattie (and others) who found that direct instruction is still the best method of teaching if the metric is "learning." However, feedback is also a form of teaching and direct instruction. These ideas are not in opposition #ditchbook
Q4: "Less teaching plus more feedback is the key to achieving greater learning." -- Grant Wiggins
How have you found this to be true (or untrue)?
#DitchBook
A4 Earlier in my career it was teach, assess, feedback➡️next unit. Now I find myself moving from direct instruction and modeling to assessing and providing feedback which leads to new teaching and learning, resubmission more feedback...🔄 #ditchbook
Student reflection is soooo important. My students would do that in Algebra 1, after the feedback from an assessment. They would reflect and then set a goal to continue their learning. #ditchbook
Yes. In order to do this, the system has to change. Too many standards = surface level grasp of many (or few, if you fall behind) without true mastery of most. #ditchbook
Peer-to-peer feedback can be really powerful because there aren’t any hierarchies or notions of authority present. The emphasis isn’t on grades or being right or proving your the best, but making meaning collaboratively instead. The difference is all the difference. #DitchBook
Q4: "Less teaching plus more feedback is the key to achieving greater learning." -- Grant Wiggins
How have you found this to be true (or untrue)?
#DitchBook
A4: Loved using Socrative. MC questions are not my favorite, but I like being able to embed feedback immediately after every question. Also the charts it provides so we can discuss the most popular wrong answers.
#ditchbook
Thanks for a fantastic chat! The fastest 30min chat on the edutwitters! :)
We hope to see you NEXT WEEK in another #DitchBook chat!
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