{"content":{"sharePage":{"page":0,"digests":[{"id":"55135806","dateCreated":"1340398161","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135806"},"dateDigested":1532253319,"startDate":null,"sharedType":"discussion","title":"5-1","description":"What strikes you most about Wiliam\u2019s statements about the Quality of Feedback and that if you\u2019re putting comments on student work as well as a score or grade you are wasting your time!","replyPages":[{"page":0,"digests":[{"id":"55201456","body":"Jan, I really like the idea of putting the scores on IC only.
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\nIn the past I have tried many different methods for feedback, always searching for a way to be efficient with stacks and stacks of essays. One way that worked well for the students was for them to set goals at the end of each essay (similar to Brad's suggestion). When providing feedback on the next essay, I was careful to address their goals and provide feedback in those areas.","dateCreated":"1340818674","smartDate":"Jun 27, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55203146","body":"I thought it was very interesting reading this chapter but it made complete sense. I can remember handing back papers and a few students first question if they had done poorly their first question would be "do I still have an A?"","dateCreated":"1340824592","smartDate":"Jun 27, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55209346","body":"I too was hoping for more info on grading with this chapter. Can any of you math wizzes explain to me why they divided by 20 to get the percent grade on the 0,1,2 chart? What happens if there is more or less than 10???? I like this idea alot!","dateCreated":"1340850057","smartDate":"Jun 27, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213388","body":"@JanMorris great idea. I think I may test our not putting scores on everything I pass back to students and just have the comments with the exception of work assessed with IB rubrics.","dateCreated":"1340884287","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213392","body":"On the IB rubric I added a place for comments on why they achieved the score the did and a place for students to reflect on how they could have done better and how it is a good\/bad reflection of their ability. My goal is to use comments much more effectively in helping students understand where they are and how to continue their growth.","dateCreated":"1340884400","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55214556","body":"I realize that a majority of my feedback is like the example of the softball coach telling his player to lower her E.R.A.
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\nI agree with Janelle with parent communication. Because of the educational system our students have been raised in, the parents care\/love\/obsess over the grade. I am beginning to see how I can make changes in my classroom, but how can I help my parents change?","dateCreated":"1340893191","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55217530","body":"Janelle and Rob, you are on to something. Some of the next steps would be how to inform parents and get them to buy into the process.","dateCreated":"1340906850","smartDate":"Jun 28, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55224178","body":"I really enjoyed reading this chapter and reflecting on feedback and grades. I have typically put both a grade and a comment on student papers. It has always been frustrating to me to have students so focused on what their letter grade instead of their learning. I am hoping that I can write more effective comments to help students know what to do to improve.
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\nJanelle and Rob - I also agree that informing parents of anything they would perceive to be odd about your grading is crucial. Many parents do not easily understand that some things are for learning and not for a grade.","dateCreated":"1340940695","smartDate":"Jun 28, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55229078","body":"Bill they divided by 20 because there were 10 categories each worth 2 for a total of 20 possible points so they found the average of the points and then made that into the percent at the end for the grade.","dateCreated":"1340978880","smartDate":"Jun 29, 2012","userCreated":{"username":"kocklerja","url":"https:\/\/www.wikispaces.com\/user\/view\/kocklerja","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232064","body":"Rob's mentioning softball hit home for me. When the couch or we give my daughter very specific tips or instructions, she is eager to put it into action so she plays better in the game. Like, pull that elbow back like a string is pulling it up and you can look down from your shoulder and see the level line...then her hitting took off. But before when she was tolod that her swing was dipping down, she had no idea what to do to fix it. How bizarre it would have been to tell her she earned a C for that swing!
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\nI agree with Jess's comment with the frustration of focusing on their grade instead of learning. I can relate to the chapter here in that I often feel whether it is a high grade or a low grade, they care zip about my comments! I see how giving comments and grades can lead to less growth and learning!
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\nThis just reinforces in me the realization that I must keep trying to morph my classroom environment so I can come closer to being able to give feedback face to face in a classroom that is running successfully.","dateCreated":"1340993626","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247334","body":"Thanks for letting me in late to the Module 3 party. Good discussions of parent understandings, using feedback as motivation and the challenges of recording 21st century progress using 20th century systems and mindsets.
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\nThe findings outlined in this chapter were eye-opening and are likely to change some practices among this group and among others you network with.
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\nThe softball example is a good one. We do have classes like this in school (visual art, performing art, physical education, many career\/tech classes) where students are not so engrained into wondering "what's my grade" at each and every step of the way. This is because they have to perform or demonstrate something in these classes and are working off clear(er?) expectations for mastery, not just getting all answers correct. If the traditional "academic core" moved more into a perfomance-based direction, I wonder if we could also shift expectations and understandings of feedback there as well.","dateCreated":"1341157236","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55296290","body":"Mary-
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\nI feel parents will be supportive with changes in grading. The rational needs to be clear and examples need to be shown. Unfortunately, grades stir conversation- if my child has a C of higher no need to call. Teachers need to start the conversation.","dateCreated":"1341542912","smartDate":"Jul 5, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":11}]},{"id":"55135800","dateCreated":"1340398137","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135800"},"dateDigested":1532253320,"startDate":null,"sharedType":"discussion","title":"5-2","description":"Why is it necessary that feedback that includes praise is related to factors within an individual\u2019s control?","replyPages":[{"page":0,"digests":[{"id":"55180150","body":"I wrote might what be a typical response to teachers that want to stay as they are and not want to put in more thoughtful feedback in the first question (HaHa). What I thought was very poignant and I am guilty of it, is giving back postmortem feedback as opposed to a medical exam. I coach and give them formative information of their progress. Flip cams are awesome for this. Sometimes I don't even have to say anything to them. They can see what is going on. Hmmmmm. They think about what to do better. I have to incorporate ways to give quick and more thought provoking feedback. Looking at Mary's comment, I have seen this countless times. The struggling learner copes by making everything external. Saves on bruising the ego, perhaps. I have to work harder. Looking forward to Ch.6. I also think that our school needs to spend a considerable amt of time and effort on 5 and probably 6. Make it one of the many priorities(smile).","dateCreated":"1340721329","smartDate":"Jun 26, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186906","body":"Mary and Maria, I agree that changing the game for discouraged learners depends on external circumstances for quite awhile. When working with a new strategy, I spend time naming the focus behaviors and problem-solving steps observed in the whole class. Naming thinking in general often results in adjustments of indivuals. Often students can change seats and team up or work on their own at whatever point they feel ready. We end up with some who will work harder to get in a group and some who stay to team up with me. Even then I leave my group to move around and check in with groups. Sometimes I mark an idea on a page, so the group can tell me what's good about it. They give me the feedback, instead of me naming their thinking.","dateCreated":"1340744620","smartDate":"Jun 26, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55186992","body":"Eric, my students like the camera too. They want it to be part of the end of class debrief.","dateCreated":"1340744924","smartDate":"Jun 26, 2012","userCreated":{"username":"JanMorris","url":"https:\/\/www.wikispaces.com\/user\/view\/JanMorris","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55189952","body":"Students need to know they have some control over their learning. It is easy for them to blame others for their failures. I found it interesting to think about being lazy is better than being a failure. The same is true about praise, they need to know they can learn and do quality work. Teaching them that hard work pays off depends on praising things they have control over. Maria's response is worded very well and I agree with her.","dateCreated":"1340759652","smartDate":"Jun 26, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55201150","body":"I am right there with all of you agreeing with Maria! Even the successful students require\/want the praise! They need that affirmation that they are correct. The struggling students desperately need a bit of praise to use as a lifeline in life - thus helping build self-esteem, as well as skills, etc. Of course, it must be genuine praise - you cannot fool middle school kids!!!!","dateCreated":"1340817495","smartDate":"Jun 27, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55203394","body":"Completely agree with the comments. Like Jodi, I found the part about "being lazy is better than being a failure" interesting. That comment seems to be true in a lot of different aspects of school and life. Providing positive feedback that shows that they can have control of how successful they are being is very important.","dateCreated":"1340825258","smartDate":"Jun 27, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213402","body":"Feedback focused on things the student cannot control will not improve student learning. Feedback focused on things the student can control will lead to improvement in those areas.","dateCreated":"1340884588","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55214638","body":"Two quotes from this chapter that stood out are "feedback needs to be both accurate and helpful" and "feedback most promote a recipe for future action." If praise is related to factors outside of the student's control, then both of these ideas will not work.","dateCreated":"1340893752","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55217616","body":"Taking the praise a step further for the successful student praise should also be as Rob suggested in the chapter quotes, "feedback needs to be both accurate and helpful" and "feedback must promote a recipe for future action."","dateCreated":"1340907342","smartDate":"Jun 28, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55224308","body":"I completely agree with Jodi. This seems like a really simple idea, that feedback needs to be something students can control, but I had never really thought about it much before. I know that I have had students that feel like they have no control of their learning and no chance to be successful in school. I think a lot of these students don't know how to be successful, or as Jodi said, it is easier to be lazy than be a failure.","dateCreated":"1340941741","smartDate":"Jun 28, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232496","body":"While I totally agree with several who have mentioned genuine positive feedback because kids can smell a rat, too, Williams mentioned confidence as a factor for how a student responds to feedback. I think genuine positive feedback, among other things, serves to help nurse along a student's confidence to that the repsonse to feedback takes a different form than it would have before.","dateCreated":"1340995854","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247410","body":"I think a lot of what shuts struggling learners down is the notion that they are competing with thier peers. If we could, through our feedback and how we construct our tasks, help them understand that they are competing against success criteria and not the 32 other students in their class, perhaps they could gain confidence as they make incremental improvements.
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\nIf the feedback is consistent with Wiliam's standard, as Rob and Mary both echo, a student of any ability should be able to make the next jump in their progress...whether or not it puts them at "the top of their class", on the "honor" role or in the "green zone", etc.
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\nThis, of course, would apply to the tasks that we create for them and less to those tasks imposed on them by our system that still seeks to sort and select and is satisfied with (perhaps even seeks) bell-curve results.","dateCreated":"1341157803","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":4}]},{"id":"55135794","dateCreated":"1340398114","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135794"},"dateDigested":1532253321,"startDate":null,"sharedType":"discussion","title":"5-3","description":"Wiliam states that \u201c\u2026what matters is the mindfulness with which students engage in the feedback.\u201d That being said, what effect does timing have on usefulness of feedback and what are some ways you build in time so students can respond to your feedback?","replyPages":[{"page":0,"digests":[{"id":"55174546","body":"I have used rubrics to help with this some. I make it part of the lesson to help show common mistakes, quality work, etc. Using quiz seat strategy from Strebe might help this...although the immediate feedback would be group generated and then the learner would think about what they answered and how it compared to the group answer.
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\nTimely feedback is necessary. This brings into question....should every HW have feedback? How often should students be doing HW? What purpose does it serve? Should it "count" towards the grade?","dateCreated":"1340680279","smartDate":"Jun 25, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55180686","body":"I will comment on my science classes, as it is easier on me than my math classes. There is always a culminating activity or an ongoing project for each unit for which their is a rubric. Rubrics are great..... for the self-motivated, and those that want to see what the minimum requirements are for a particular level. As Maria stated that timing is everything, I need to build in check points along the way, which I have not done so regularly. So, are rubrics the external, internal motivator in this case?","dateCreated":"1340723099","smartDate":"Jun 26, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55190160","body":"Timely feedback to me means before they forget about what they did. In middle school, immediately is the best. I like what Mary reminded me of, feedback does not have to always come from the teacher, but we must teach students how to give meaningful feedback. Like Bill said, rubrics can help give meaningful feedback. This gives us something more to think about when writing rubrics, does it let the student know how to step it up a notch?","dateCreated":"1340759994","smartDate":"Jun 26, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55201212","body":"Timely feedback is the essential part of all this and I am soooo guilty of breaking this law!! Grading 70+ writing pieces cannot happen in my world over night, but does need to happen quickly. I need to incorporate much more time into getting feedback to the students and then allowing time to respond to that feedback, instead of worrying about where I am on the pacing guide!!","dateCreated":"1340817726","smartDate":"Jun 27, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55204066","body":"Timing with the feedback is very valuable and using classtime can allow students to process the feedback. I liked the idea of developing a system of a "+" "-" or "=". I think it is a viable option in regards to time and gives the student an idea of where they are at and something to strive for.","dateCreated":"1340826384","smartDate":"Jun 27, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213414","body":"Timing is very important. We need to be consistently providing feedback to students so they know they are on the right track to meet learning objectives and get them redirected if they are not. I think that is one of the reasons that formative assessment is so important so they don't wait until our final project to find out if they "got it" or not.","dateCreated":"1340884705","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213442","body":"@Knoblochsa I think there are ways to provide feedback ongoing on smaller scales that will end up being more effective than worrying about the speed of grading 70 *(or for some 180) writing pieces at once. We need to look at ways we can provide feedback even in class. When students are working on their paper for example we could put enough work time in that we conference with students 1-on-1 for a couple minutes (maybe at their desk) looking over what they are doing and providing some immediate feedback.
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\nAt the final project level it is much easier to provide timely feedback on presentations that can be scored on a rubric while the student is presenting. A pile of projects or papers can take some time.","dateCreated":"1340885001","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55214740","body":"The time issue can begin to give me a small anxiety attack. If I could have a two hour class period and a 40 hour day, I think I could do all that I want to.
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\nConsidering this is not going to happen, I need to figure out how to implement what I have learned in this chapter within a 50 minute period and a reasonable amount of time outside of the classroom.
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\nI loved the method of feedback in math that this chapter mentioned -"Five of these are wrong. You find them and fix them." I will use this method this coming year. I am also considering implementing the table 5.4 on page 128. I could not do this on every assignment but could for quizzes and tests.","dateCreated":"1340894439","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55217682","body":"I think we all agree that timing is very important to giving feedback. As Sarah mentioned, it is also important to give the student the time to respond to the feedback.","dateCreated":"1340907632","smartDate":"Jun 28, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55224472","body":"I like how Jodi said that timely feedback for her is before they forget what they did. For me, on an every other day schedule, this can be a real challenge. I really like the idea of the - = + system, especially since it would not be possible for students to know if they did better or worse than their peers and because it is something that I could probably get done in a timely manner.","dateCreated":"1340943201","smartDate":"Jun 28, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232552","body":"Regarding remarks by Sarah and JBrown, knowing that not all important feedback comes in the form of written comments handed back on graded papers, it comforts me a bit to know that meaningful feedback also includes that occuring during the process and when something is handed in, as well. YES, it does take time to grade our writing assignments!!!! I need to be quicker, for sure.","dateCreated":"1340996076","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247476","body":"Mary and Jody -- cheers to you for bringing up the issue of peer feedback...and the importance of modeling and teaching how to give it so it is a productive exercise.
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\nAs far as efficiency goes, I'll add that sometimes teachers try to give feedback using an entire rubric for students. Sometimes, I think, it's OK to just focus on one criteria of the rubric, both for instruction and for feedback. This is more obvious for MYP tasks where only one or two criteria were selected in the first place, but also relevant for providing feedback on the incremental work that goes into a complex, culminating task.
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\nAn example would be a math task that requries an extended written response -- the teacher provides formative feedback just on the "ideas and content" section of the rubric and leaves the other criteria for later or for students to self-assess or peer-assess. This way the teacher is able to process more student work in a shorter time and still meet the goal of providing feedback to every student...even if the scope is more limited.","dateCreated":"1341158397","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":3}]},{"id":"55135774","dateCreated":"1340398087","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135774"},"dateDigested":1532253322,"startDate":null,"sharedType":"discussion","title":"5-4","description":"How can you avoid\/change types of feedback that lower student performance?","replyPages":[{"page":0,"digests":[{"id":"55190380","body":"I agree with what Williams said about being a coach. We need to give students help by scaffolding our responses to their work. Feedback that helps them fix their work. Not giving them the answers, or just giving them a new problem, but helping them work on the problems they have already done and giving them time to work on them. Easier said than done especially when many students get it, and only a few don't. How to use our time effectively is a challenge for us.","dateCreated":"1340760319","smartDate":"Jun 26, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55197512","body":"Jodi-Maybe this is where peer tutoring can come in (from chapter 6). If students are finished they can help other students get to that point as well. I think the challenge would be in making sure that those tutoring don't just give kids the answers and that they work through problems with others.","dateCreated":"1340802089","smartDate":"Jun 27, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55200730","body":"I agree Maria, we need to teach students how to help, and by modeling it they will do better themselves.","dateCreated":"1340815476","smartDate":"Jun 27, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55201270","body":"Peer editing\/tutoring will become essential in my room this fall. I have always used it, but got lots of ideas from Wiliam to help with it. We need to be very careful to be specific in our feedback so that it does not lower student achievement. This is going to take some practice......","dateCreated":"1340817942","smartDate":"Jun 27, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55204238","body":"Giving them a direction or as Wiliam puts it, future action, that we would like to see them headed towards. The peer tutoring from chapter 6 can also be built in and that feedback starts coming from other students as well.","dateCreated":"1340826718","smartDate":"Jun 27, 2012","userCreated":{"username":"RDaugherty9","url":"https:\/\/www.wikispaces.com\/user\/view\/RDaugherty9","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213450","body":"I think I will incorporate peed collaboration too. I will be focusing on making sure that the feedback I give on assessments explicitly communicates how students can take their learning to the next level.","dateCreated":"1340885147","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55214936","body":"The biggest way for me will be to leave the grade off of some of the assignments. If you hear a small riot around August 30th on Grand Ave, you will know that I have started using this method. Most of my students are addicted to grades, I will help them this year beat their addiction.","dateCreated":"1340895337","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55217794","body":"Bill, I think developmentally and in general, the middle schooler tends to have a fixed mindset. That is why it is so important to give specific feedback for any behavior (intellectual, social or emotional) and to acknowledge when the student responds well to the feedback.","dateCreated":"1340907950","smartDate":"Jun 28, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55224792","body":"I think a lot of struggling students just shut down when faced with low grades on assignments or assessments. I think that being presented with constructive feedback that makes it clear what they should do going forward to improve with help keep students from giving up so easily.","dateCreated":"1340944345","smartDate":"Jun 28, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232662","body":"As Maria and Jodi mentioned, the coaching aspect is sticking to my gray matter here. Feedback=improve performance...new mantra. My feedback is obviously going to make or break in some situations, so I must coach myself to coach my students with my feedback.","dateCreated":"1340996323","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55240518","body":"Rob, I look forward to seeing how this goes with your students. Knowing the students in your class, I think that they will have some difficulty coming to terms with your new strategy. : )","dateCreated":"1341076618","smartDate":"Jun 30, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247562","body":"I think we will need to stay in touch as a network, up to and including creating a 12-Step program, for all of the postitive, but risky, changes that people are considering.
\n
\nMaybe taking some of the bold steps like Rob and others are discussing is what is necessary to "shock the system" and force some conversations about what it means to learn and achieve in the world as we know it today.","dateCreated":"1341158824","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":6}]},{"id":"55135762","dateCreated":"1340398037","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135762"},"dateDigested":1532253323,"startDate":null,"sharedType":"discussion","title":"5-5","description":"There are 8 ways students can respond when feedback tells them they have surpassed or fell short of the goal (Table 5.2, page 115). 6 are bad; only 2 are good!
\nWe also need to ensure that feedback changes the behavior to increase performance to match the goal and that it elicits a cognitive rather than emotional response from students.
\n
\n5-5: As you reflect on the kinds of feedback you use(d) in your classroom and its effectiveness, what forms of feedback from this chapter will you try in your classroom? (Or how might you modify something you already use.)
\nRead Chapter 6-Activating Students as Instructional Resources for One Another","replyPages":[{"page":0,"digests":[{"id":"55204752","body":"I think we are supposed to be setting up our grade books similarly Alison. We will have the IB criterion shown but not counted.","dateCreated":"1340828794","smartDate":"Jun 27, 2012","userCreated":{"username":"maria.lantz7","url":"https:\/\/www.wikispaces.com\/user\/view\/maria.lantz7","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213458","body":"I am have been working on developing a progress report for my classroom that is based on the IB objectives as well as some of the focused concepts\/skills of the Iowa Core that the 6th grade humanities team agreed to incorporate throughout our units this year. I really and hopeful that this will help me provide the meaningful feedback to impact student learning and get the focus away from "what is my grade".","dateCreated":"1340885461","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213472","body":"I agree with a lot of the comments I am seeing here about getting away from IC\/grades. I would love to eliminate the need for a grade of any type and focus on student learning progress against the IB objectives and Iowa Core standards. This is way more meaningful than grades or benchmark assessment scores.","dateCreated":"1340885553","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55216522","body":"I agree we need to show what the student understands more that a letter grade. I think our parents would like it once we showed them evidence of their student's learning. We would still have some parents who would want a letter grade, maybe we should give a survey to parents and ask them? Find out what a letter grade means to them and how they would feel?","dateCreated":"1340902168","smartDate":"Jun 28, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55217910","body":"I agree with the notion of presenting progress with something besides a letter grade. Janelle did you used to work with "learner in progress" for some of your students with lower grades? We also agree that the parents will be our work to do. Has anyone seen the bumper sticker "My child is honored at ___ school"?","dateCreated":"1340908552","smartDate":"Jun 28, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55220692","body":"As I mentioned in an earlier post, I like the "five of these are wrong. You find them and fix them." This will be more time consuming but will engage the student more.","dateCreated":"1340921164","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55225064","body":"I think it would be good to get away from letter grades and put more of an emphasis of mastery of objectives, but we will always need a way to clearly measure student progress both for student and parent information. Using the IB Criterion as AChartier said is a good way to clarify how students are doing in specific areas.
\n
\nNext year, I will try different ways of offering feedback. I definitely would like to try using the - + = system, and I would like to stop putting scores on papers, using comments instead. I also would like to help my students better help each other. I have always told them to not tell the other person the answers, but to just give hints. I think instead, I should be more specific about how to help another person without giving away the answer.","dateCreated":"1340945372","smartDate":"Jun 28, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232756","body":"There is not a lot on these comments with which I disagree. Personally, grades are so imbedded in me...they used to build me up or make me feel like a slacker. But it is more meaningful for me as a parent to see how my kids are doing with specific skills...to get the feedback. Then I know what I need to help them with to learn and improve. I wonder if, as my kids grow older and begin to get grades per se, I will no longer receive that feedback that lets me know where they are or are not? As for this topic and me for the upcoming year, I am still considering all of this and it is swirling around up stairs.","dateCreated":"1340996858","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247716","body":"Just a suggestion for those considering adapting IC to meet the needs of a more enlightened grading\/feedback approach -- you can use the IP (in progress) mark at least on the six week report. Some might want to be bold and use it on the 12-week as well. Conferences come soon after and provide a time to explain the rationale face-to-face. It would be at conferences (or in a more lengthy printed standards-based report) that you share the growing body of evidence and explain that to report out progress using a letter grade six weeks into the school year would be disingenuous.
\n
\nAgain -- one of those steps that "forces the conversation". Consider using the comment feature at the bottom of the report card to BRIEFLY explain what this is all about. Be unified and do it across an entire subject area or grade level. I wouldn't suggest that people freelance with it.","dateCreated":"1341159840","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55268680","body":"So many wonderful insights! I just returned from an IB Confernece (beautiful Keytone, CO) and sat next to a teacher who uses Infinite Campus to record the assessments for each criterion. He showed it to me but more importantly, gave me his contact info! If you are interested in communicating with him, please contact me.","dateCreated":"1341327368","smartDate":"Jul 3, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55275864","body":"After reading this chapter more, WOW! Some great points are made about giving feedback and grading. Feedback is very important for students... the more frequent the better. The feedback needs to be beneficial, constructive and positive. We all get caught in the trap of just writing great job on papers (at least it is something) and after reading this chapter it can be said that it causes more harm.
\nI give a simple great job or a bit more feedback on practice, i think in the future my feedback will include more.
\n
\nGrading is such a hot topic and Goodrell has been talking about since I have been there. Lets do it! We need to do it collectively, uniformly, and consistently. Grading is so generational but I feel parents will be on board with an explanation for moving to more standards based grading. This is is a perfect fit for IB.","dateCreated":"1341376558","smartDate":"Jul 3, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55278226","body":"I like the 3 questions feedback. This feedback strategy will work great for grading essays in LA. Writing research says you should not mark up the paper instead provide quick, constructive feedback. The 3 questions feedback makes it simple for the student to see and respond to the feedback. I will use this strategy next year.","dateCreated":"1341401556","smartDate":"Jul 4, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":12}]},{"id":"55135742","dateCreated":"1340397936","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135742"},"dateDigested":1532253325,"startDate":null,"sharedType":"discussion","title":"6-1","description":"Cooperative Learning has 4 main factors that appear to have a profound effect: motivation, social cohesion, personalization and cognitive elaboration. Studies also found that the impact is 4 times greater when the reward is based on the aggregate of the individuals\u2019 learning and not just the single group product.
\n6-1: Peer tutoring has also been found to be as effective as one-on-one instruction from the teacher. Do you use peer tutoring in your classes and what success have you had?","replyPages":[{"page":0,"digests":[{"id":"55201340","body":"No, Janelle, it isn't a math thing. It is social middle school thing! I have used peer tuturing my entire teaching career and would have to retire if it were taken away from me. I guess I recognized early on that I needed all the help I could get!! LOL It really works and I just need to do more of it. It helps the exceptionally smart ones, as well as the struggling learner. Both get tremendous benefits from helping each other!","dateCreated":"1340818153","smartDate":"Jun 27, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55209078","body":"If you have been in my room you know I have eight groups of fours and kids work together every day. This requires cooperation but is not necessarily cooperative learning. One of my goals will be to give them more opportunities for peer tutoring but to make sure that it is purposeful and meaningful.","dateCreated":"1340849078","smartDate":"Jun 27, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213494","body":"I have never considered what I was doing "peer tutoring" but I guess several of the components are present. I definitely have room for improvement and will try to incorporate more meaningful opportunities into my classroom next year that can really make an impact on student learning.","dateCreated":"1340885719","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55216616","body":"Peer tutoring is very valuable to my classes. I do get frustrated when I have a student that is so hard to work with. This year I had 3 students who made it hard. Still more positive results than negative. I like the Streebe work groups. I need to plan for ways to hold students accountable each day.","dateCreated":"1340902556","smartDate":"Jun 28, 2012","userCreated":{"username":"schlenkejo","url":"https:\/\/www.wikispaces.com\/user\/view\/schlenkejo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55218022","body":"Hattie says reciprocal teaching has a high effect size on student achievement. Teaching someone else deepens understanding.","dateCreated":"1340908891","smartDate":"Jun 28, 2012","userCreated":{"username":"deckerma","url":"https:\/\/www.wikispaces.com\/user\/view\/deckerma","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1284155188\/deckerma-lg.jpg"}},{"id":"55220790","body":"I open each class year with an open ended math problem and put the students in groups of three. I like how this sets the tone for the rest of the school year.","dateCreated":"1340921570","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55221698","body":"Peer tutoring has proven to be an effective learning tool. I have found modeling expectations is helpful. In order to free myself up for conferencing, group generated questions are posted in a parking lot on the board. Then I'd address the question to a few groups or the whole class.","dateCreated":"1340926608","smartDate":"Jun 28, 2012","userCreated":{"username":"barneskisha","url":"https:\/\/www.wikispaces.com\/user\/view\/barneskisha","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232026","body":"I have always valued having students use each other as a resource. I do a lot of activities with students working together in small groups, but need to work on setting it up in a way that requires students give and receive feedback.","dateCreated":"1340993394","smartDate":"Jun 29, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232844","body":"Sometimes the kid who needs the coaching feels less like a loser when a peer is working with him\/her. THat is a huge positive. Usually the kids I ask to coach a peer are willing to do so. And I have also found that the coach is often really super good at following directions and making a task look good, but may not completely "get it" EVEN when it looks like it. Coaching that peers forces them to put the finishing touches on their own understanding...win\/win!","dateCreated":"1340997179","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247820","body":"I know this question is about peer tutoring, but I'll interpret that broadly to include any of those efforts where students are expected to learn from each other.
\n
\nStrebe said (or maybe paraphrased someone else when he said) "in order for cooperative learning to work in your classroom, you have to teach the skills that make cooperative learning work in your classroom" It's not just a switch that you turn on and I really don't consider it a "strategy" that you pull out of the toolbox. It's a mindset and a culture of the classroom that has to begin on the first day of class.
\n
\nThese tips on establishing a collaborative culture from day 1 popped up on several ed-related sites this week and some of you might find it of interest... http:\/\/www.edweek.org\/tm\/articles\/2012\/06\/27\/tln_merz.html?tkn=YXXFzwK%2FSOZLHIZSibk0HXYQM8VfJai%2FF76u&cmp=ENL-TU-NEWS1<\/a>","dateCreated":"1341160822","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55257670","body":"I liked the article that David listed. A nice way for students to work together and doesn't take long. I might have students put up name tents to help me through those first few days.","dateCreated":"1341243163","smartDate":"Jul 2, 2012","userCreated":{"username":"kocklerja","url":"https:\/\/www.wikispaces.com\/user\/view\/kocklerja","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55278562","body":"Co-op groups work so well when the students are set up for them. David makes a great point about this. In my room, i have a list of 6 group expectations and 6 individual expectations. I refer to these often so students are reminded constantly. I like the idea of having group goals and the I-You-We checklist.
\n
\nPeer tutoring is a very neat activity to see in action. Students helping students. We does this in class with papers a lot.
\n
\nOne thing that comes to mind is that you do not have to do co-op groups all the time. It can be simple enough of just talk with your triad and then come back as a class.","dateCreated":"1341403324","smartDate":"Jul 4, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":5}]},{"id":"55135730","dateCreated":"1340397906","smartDate":"Jun 22, 2012","userCreated":{"username":"markertde","url":"https:\/\/www.wikispaces.com\/user\/view\/markertde","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/formativeassessmentdmps.wikispaces.com\/share\/view\/55135730"},"dateDigested":1532253326,"startDate":null,"sharedType":"discussion","title":"6-2","description":"Wiliam cites 13 techniques that teachers have used to activate students as learning resources for one another. Name a couple you would like to try in your classes and\/or share a technique you use to engage students in the work of improving each others\u2019 work.","replyPages":[{"page":0,"digests":[{"id":"55199042","body":"From the previous chapter 5, I like the technique of telling the students they have 5 wrong now find and fix them after students work on this they could use C1B4ME. I also liked the techniques of error classification and what did we learn because they could be incorporated with write to learn.","dateCreated":"1340808584","smartDate":"Jun 27, 2012","userCreated":{"username":"kocklerja","url":"https:\/\/www.wikispaces.com\/user\/view\/kocklerja","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55201380","body":"Many times I have used the technique of telling them that they have x number wrong, but don't tell them which ones. They can get very frustrated with that because "Easy Street" proclaims - just tell me which ones. I want to use the C3B4ME over and over again!!","dateCreated":"1340818295","smartDate":"Jun 27, 2012","userCreated":{"username":"Knoblochsa","url":"https:\/\/www.wikispaces.com\/user\/view\/Knoblochsa","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55209292","body":"I agree with Janelle....making the kids figure out the mistakes and then checking with a peer before seeing me. I like the what did we learn today where each group reports something they learned during the class period.
\n
\nThe preflight checklist is similar to something I already use but I think I need to streamline it more. This can be used in conjunction with the grading rubric as well. The checklist will make it easier for kids to find what was supposed to be there.","dateCreated":"1340849908","smartDate":"Jun 27, 2012","userCreated":{"username":"bflesch","url":"https:\/\/www.wikispaces.com\/user\/view\/bflesch","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55213536","body":"I will be incorporating C3B4ME as a way to be able to make sure to have my 1-on-1 student conferencing during work time to get immediate feedback on what they care currently working on and also to meet with students to talk about their progress on the objectives of the class as a whole.
\n
\nI also think I will use End-of-Topic Questions in order to provide me feedback on areas that were not learned and help me tweak future lessons to make sure students get their questions answered in addition to being able to help students figure out how to ask questions.","dateCreated":"1340886133","smartDate":"Jun 28, 2012","userCreated":{"username":"MrJBrown","url":"https:\/\/www.wikispaces.com\/user\/view\/MrJBrown","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55220796","body":"In my classroom, I currently use these group rules:
\n
\n1. You are responsible for your own behavior.
\n2. You must be willing to help anyone in your group who asks.
\n3. You must be able to tell everyone in class how your group solved the problem.
\n4. You may ask the teacher for help when everyone in your group has the same question.","dateCreated":"1340921719","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55220858","body":"Also, the rules are introduced as the students enter on the first day of class. I have them write them in the front of their math notebook. It is amazing how many times we have to refer back to them, especially numbers 3 and 4.","dateCreated":"1340922229","smartDate":"Jun 28, 2012","userCreated":{"username":"RobRandazzo","url":"https:\/\/www.wikispaces.com\/user\/view\/RobRandazzo","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55229316","body":"These are all great ideas. Also, we have been mentioning how we want our kids to ask their peers for help. How beneficial it will be for everyone. Well, I see that I will be having to ask my peers for a lot of help. I hope, deb, you will have all of these responses copied\/printed off for us to go through in pre service and throughout the year.","dateCreated":"1340980601","smartDate":"Jun 29, 2012","userCreated":{"username":"galviner","url":"https:\/\/www.wikispaces.com\/user\/view\/galviner","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232198","body":"I have always encouraged students to ask a peer or 2 before asking me a question, but I like that C3B4ME is more structured, specific and easy to remember. I also like the Reporter at Random because it would encourage students to participate and pay attention. In the past, I have used error classification.
\n
\nRob - I really like your rules for your students while working in groups.","dateCreated":"1340994458","smartDate":"Jun 29, 2012","userCreated":{"username":"Jtemple4","url":"https:\/\/www.wikispaces.com\/user\/view\/Jtemple4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55232898","body":"I love the line, "There is more than one teacher in this room." That is going to have to posted in my room!!
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\nI have done peer evaluation of homework, and I've done part of Two Stars and a Wish but never called it that, versions of preflight checklist and student reporter. I would like make Two Stars and a Wish more of a staple as well as Preflight Checklist.","dateCreated":"1340997495","smartDate":"Jun 29, 2012","userCreated":{"username":"tollarious","url":"https:\/\/www.wikispaces.com\/user\/view\/tollarious","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55240568","body":"The end-of-topic questions strategy is one that I go back to time and again. We spend part of one class period generating questions in groups. Then, before the next day's class, I prepare a lesson that addresses the questions that the students generated.","dateCreated":"1341077207","smartDate":"Jun 30, 2012","userCreated":{"username":"achartier","url":"https:\/\/www.wikispaces.com\/user\/view\/achartier","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55247750","body":"The only close connection I can make to any of these is the group-based test prep. My approach to using this technique included allowing small groups of students to generate test questions that would be vetted and possibly appear on an assessment. It makes me excited to think about all of these approaches and how they can make a classroom a more lively place for learning with more of the work being done by the students. Conversely, it makes me think about how my classroom, more often than not, wasn't such a place.","dateCreated":"1341160218","smartDate":"Jul 1, 2012","userCreated":{"username":"johnsd72","url":"https:\/\/www.wikispaces.com\/user\/view\/johnsd72","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"55296350","body":"I like the C3B4ME strategy- this also can be used in a way if the classroom is set up in co-op groups, you can just tell the student to see groups members first. However, C3B4ME is great to connect groups.
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\nI will use error classification on writing next year. I think this might help students realize to correct errors before turning work in.
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\nI use the pre-flight checklist but I like how the author suggests to use the partner as the person accountable if a requirement is not shown.","dateCreated":"1341543278","smartDate":"Jul 5, 2012","userCreated":{"username":"mansonbr","url":"https:\/\/www.wikispaces.com\/user\/view\/mansonbr","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":4}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}