#fcpslearn is a weekly chat about teaching and learning. Our focus is on creativity, innovation and inspiration. We discuss a range of educational topics that range from technology integration to the Olympics.
A1: I want to hear what others "Notice" while I am teaching. I want to know things that I am not seeing so I can reflect upon them. I am not looking for a GOOD or BAD Job as a report. #fcpslearn
A1 - Constructive feedback that specifically relates to being a better teacher. Give me ideas to make the class more exciting, valuable and interesting. #fcpslearn
A1 I would like to have feedback that is constructive, helps me grow, gives me time to reflect on, and would appreciate positives thrown in as well. #fcpslearn
A1 Tough question, I think I appreciate hearing if things I’m trying are proving to be effective in helping my Spec. Needs students to learn and if they are transferring to their other classes #fcpslearn
A2: I like having conversations with folks, so I know we are on the same page. Then, we can ask questions of each other and challenge the status quo. Criticism without a caring relationship can be really hurtful to people. #fcpslearn
My door is open to all, 24/7 and everyone...teachers, admin, upper admin know it. Come in and ask me "I wonder..." questions as food for thought. #fcpslearn
Hey #fcpslearn! This is Michael A. from #122edchat in Chicago rolling in late becasue of a Dance Team meeting. Don't worry...I'm not dancing; just paying fees. I am #STEM Facilitator to the stars for @SmartLab_tweets from @Simmonsknights1.
A1b - Feedback should also cover various parts of teaching. Frequently I see evaluations that focus on solely assessments and parts is a lesson that don’t relate to growth. Look for interactions, happy students, engaged teachers. #fcpslearn
A1: Has to be a balance of what is going well and areas for growth. With that, having the ability to collaborate and strengthen growth points is also key. #fcpslearn
A2: I have my students turn a lot of their assignments on in Google Classroom. I make guiding comments to them real-time while they work, think, write. I also confer with my students daily- oral check-ins. #fcpslearn
#fcpslearn A2 I like having conversations with My Ss when I can. Private comments, emails,and sometimes shout outs for positive feedback when we are doing a whole group lesson.
A1: The feedback that I find most useful is fact-based and actionable.
Telling me I'm doing great or need to be better doesn't do me any good if you don't tell me why.
#fcpslearn
A2:I'm helping Ts learn about different tools for assessment! Some of my favorites are @Flipgrid,@Google, @PearDeck@Seesaw Right now, working on using Seesaw in the elementary classroom. It's fabulous, but we are trying to make the workload/notifications manageable! #fcpslearn
A2 - Lots of verbal and written feedback. We use reflection documents and also lots of praise. Feedback needs to be specific to the goals of a lesson. Great quote I use often, “If your work is great for you, it’s probably great for me. Make sure it’s great👍” #fcpslearn
A1: The feedback that I find most useful is fact-based and actionable.
Telling me I'm doing great or need to be better doesn't do me any good if you don't tell me why.
#fcpslearn
A2: In our Lab there are many people demanding our attention, so our feedback is usually given on the fly, and face to face. We usually ask for an overview of what is taking place and discoveries being made at each engagement, then offer direction or correction. #fcpslearn
Hi #fcpslearn folks. Sorry for lateness, but Zumba at the @ymca was calling 😊 Christine here from mass ~ gr 2 teacher
A1~ feedback that is continuous, specific and supportive& includes action steps to improve practice
A2b - The feedback we give students must be something they believe is of value. Telling a student “good job or you need to do better” has little influence in true change. Being vested in class matters most. #fcpslearn
A3:
1. It creates a mutual trust between peers.
2. Peers are in the same empathy boat as us.
3. It creates a partnership in growth where each share their strengths.
#fcpslearn
A3: Peer feedback is powerful when trusting relationships exist in the classroom. With them the power comes from learning with and from those you know have your best interests at hear.
#fcpslearn
A3: Peers know a lot about your work since they are doing it too! They may have a different perspective that I haven't thought of or tried. Love talking with my peers! #fcpslearn
Students value the input that their peers give them simply because they identify with the same problems, issues, plights. When I was in the classroom I used speed dating math problems for this exact reason. Kids give kids very real advice/feedback. #fcpslearn
A3~seems to be powerful due to the fact that they see themselves in each other & are willing & able to accept or reject the feedback pretty matter of factly 😊
#fcpslearn
A3 Their peers have the power to reach where we sometimes cannot, they sometimes are feeling the same frustration or pride and can make that connection, it builds relationships between them, gives a sense of leadership, gives them a voice, helps them build empathy. #fcpslearn
A3: For students...
1. It creates a mature growthful working relationship.
2. They can partner in mutual growth.
3. It teaches them to be reflective in their own work.
#fcpslearn
Students value the input that their peers give them simply because they identify with the same problems, issues, plights. When I was in the classroom I used speed dating math problems for this exact reason. Kids give kids very real advice/feedback. #fcpslearn
#fcpslearn A3 VALIDATION! They need this experience to know they are on the right track. It also gets them to think about performance tasks from a reflective and assessment perspective.
A3 Students seem to appreciate their peer feedback the most. They tend incorporate peer feedback to their work, and appreciate the positives they receive #fcpslearn
#fcpslearn A3 VALIDATION! They need this experience to know they are on the right track. It also gets them to think about performance tasks from a reflective and assessment perspective.
A4: The biggest things for great feedback in my world are making it timely and meaningful. It may not always be positive but, with foundational relationships, it always comes from the right place.
#fcpslearn
A3: It's from someone who is walking the path with you. They know what you are experiencing each day. It's easy for someone to fly in and make judgments when they don't know all the details, but is it necessarily always effective? #fcpslearn
A4:
1. Create an environment of trust.
2. Create an environment that values listening.
3. Set guideline on what constructive feedback looks like. #fcpslearn
#fcpslearn A4 Structured and modeled lessons to start, guided questions and tasks, building a strong peer to peer dynamic when collaboration is welcome and expected. Modelling and fostering empathy goes a long way, too!
Teaching kids that we learn things at different rates and we have different skill sets is really important in this process. Creating a team environment in class as opposed to an individual one also helps. Class vs Class competition encourages genuine help. #fcpslearn
A2: When I was teaching, most of my feedback was face to face. I would also do written improvement plans that I put together with students to target specific feedback items that needed attention. #fcpslearn
A4 - Personsl connection with always a positive start. No matter the situation, make sure we don’t put students or teachers on the defensive. Also, keep it on point and specific to the goals of either the lesson or evaluation. #fcpslearn
#fcpslearn A4 Structured and modeled lessons to start, guided questions and tasks, building a strong peer to peer dynamic when collaboration is welcome and expected. Modelling and fostering empathy goes a long way, too!
A4 Give them some sentence stems to begin their sentences. They tend to help the student frame their feedback in a more positive, clear manner #fcpslearn
A4: Striking a balance between positive and negatives. I think @LindaEdwardsi uses the term "Grows and Glos" for peer feedback. Also, making sure that it is specific for both positive and negative. #fcpslearn
A3 - I think because kids know I love them and want them to succeed. Fake is never fun and won’t work. Authentic and growth oriented is what matters. Finally, tell people why it’s important. Never about you! #fcpslearn
A4~
Rule of thumb in our classroom ~ feedback includes...
Praise
Support
encouragement ~ focus on the positive, accept the struggle & work on forward motion growth 😊
#fcpslearn
A5: Listen to the impact and effects of your feedback. Make sure it is clear and clearly understood by all. Learn from mistakes and reflections. #fcpslearn
Feedback should be timely, concise, and understood by the person receiving it. If we flood students with feedback or talk over them, they hear nothing. #fcpslearn
Feedback should be timely, concise, and understood by the person receiving it. If we flood students with feedback or talk over them, they hear nothing. #fcpslearn
A4 I model it with them so that it's not just "that was good." Give positive, what could they work on, and then leave it with offering to look it over again, if they're making changes. #fcpslearn
Thank you for joining #fcpslearn. Please check us out next week at the same time and place. Please also consider checking out #122edchat Wednesdays at 8 PM ET and #waledchat Thursdays at 9 PM ET.
A5 Giving good feedback is a bit of an art. Try to point out the strengths in their work and give real actionable strategies to help improve their weaknesses #fcpslearn
#fcpslearn A5 I try to think about the tone I use & look at feedback as a opportunity to take what Ss are doing well and making it stronger. It's also important to take time to engage in things you thinking are awesome! I love letting them know when their reading makes me think!
A5 Definitely be more timely so as not to lose a golden opportunity and to give them something to reflect on. By doing that, I'd want to schedule another conference with them, so I can follow up with what they took away. #fcpslearn
A5: Allocating more time to listen and digest the information that students are acquiring. If we could divvy up who we are meeting with, as opposed to feeling like we need to meet with everyone, more meaningful support can be given. #fcpslearn
