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Second sketch of the plant improved by the previous feedback.

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Second sketch of the plant improved by the previous feedback.

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Second writing using a thinking routine "I see, I think, I wonder" 

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Second writing using a thinking routine "I see, I think, I wonder" 

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This is a next level of writing. The students, using the tools that was offer to them, improve their writing on a similar topic, similar learning (thinking routines "I see, I think, I wonder"). The sharing wall of ideas give the children an opportunity to develop their vocabulary, to see through another eye, to have more thinks to say. The display of the previous project with the comments guide the children to write and to be focus on the mistake they made to avoid to do it again. We posted this new project on the top of the other one in order to make visible the progress they made.

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Video of a student using the ladder of feedback to review the project of her friend

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Video of a student using the ladder of feedback to review the project of her friend

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After we watched the video as a group class to see how we could progress.

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Sharing I see, I think, I wonder about a new paint.

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Sharing I see, I think, I wonder about a new paint.

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Each child write individually one think they see, one think they think, and one think they wonderthen they post it on the wall. Next step will be writing looking at the idea, the words using by the others.

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Using I see, I think, I wonder in an other context (describe a paint) 

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Using I see, I think, I wonder in an other context (describe a paint) 

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Show the students that we could use this tool every time we are observing something. Using oral language to deepen writing.

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Sketch of the plant choose by the student with a post it resuming what the peer said about the project.

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Sketch of the plant choose by the student with a post it resuming what the peer said about the project.

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Recording in a post it what the peer said will help the student to improve his learning next time.

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Using the tool in one on one conferences 

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Using the tool in one on one conferences 

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Modeling I see, I think, I wonder to review a work with a student. Goal: help him to improve his writing.

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Anchor chart posted at the white board to remind the tool we are using.

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Display of the project reviewed before adding the new one

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Display of the project reviewed before adding the new one

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Displaying the project like this, all the students can see what the other write. It will help others to have new ideas, new vocabulary

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Introduction of the tool I see, I think, I wonder in group class during an observation. 

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Introduction of the tool I see, I think, I wonder in group class during an observation. 

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I implement the ladder of feedback as a daily routines in my class in different activities in order to develop a common thinking routines, and to motivate and help the children to share and improve their learning with each other.
First I simplified it because of the grade I am teaching. I used "I see, I think, I wonder".
1. Introduction of the tool in a group class during the observation of the plants that we are going to plant.
2. Introduction of the tool by the teacher in one on one (modeling)
3. Use of the tool in different set up and context: group class, small group, two by two, to share about a paint, to review a learning, oral or writing, using a bulletin board.
4. Observation during all the phases and try to document with videos.
5. Sharing the videos with the children to see if their conversation was efficient, do they use properly the tools, does they have listening posture, ...

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How can first grader become more engaged in a learning discussion?

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Strategies explored to answer the questions: 

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Strategies explored to answer the questions: 

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1. Nurturing Children’s Capacities to Learn Together: Tool # 22 - Bulletin Boards that make learning and learners visible.

I believe students will be able to demonstrate their learning and thinking by showing visual displays. This will help them to discuss, add, edit and ultimately learn from each other as they create, design and show their work.Facilitating Conversations that Deepen

2. Learning: Tool #5 - Structures for Giving and Receiving Feedback

In order to facilitate conversations to deepen learning, I will use tool #5. I will give students a language structure for them to be able to listen, respond, give and accept feedback from each other. I will base it around a learning in progress, so they can successfully add to what they know through discussion with a partner or group.  This will enable them to enrich the project that they are working on. This will also give them key communication tools for learning with another person. I will use the Ladder of Feedback as a means of language structure when interacting in partnerships and groups.

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- Develop and use this tools in Mathematics.
- create more bulletin made by the children in order to deepen their learning, to be part of it.
- using more voice recording.
- I will share with my colleagues and their students this thinking routines and the learning we get from it. I will help them to implement it in their class in order to create a more visible learning in our community. These will help to build the community and it will allow the other classes involved to observe, to comment on the learning .
- How I can help the students who do not have enough skills to read or write to use the bulletin board or how to make it efficient for them?

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using the ladder of feedback for different activities in different domains create a common language among the children in the class. It becomes more and more natural and some children are starting to use the tool by them self.

reviewing the project of friends using this tool help the children to be less emotionally involved but more focus on giving our receive an expertise.

combined the ladder of feedback and the bulletin board helped the children to be more involved in their learning, more engaged in the class.

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Context: Class of first graders working on Sciences and oral/writing language. This class is in a french immersion school with 80% of French, 20% of English.

Throughline connection: The fact that the language of instruction is in french I was wondering how I could help my student to deepen their learning with learning/thinking routines. Also first graders are focus on their learning and the only time their are looking to other it is to compare. So I would like to find a way to make their interested in their peer projects and learning in order to learn, to share.

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Date: November - December 2018

School: French American International school

Class: first grade (in French immersion)