https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6 Teacher reflections on reading articles en-us 2020-10-13 19:36:15 UTC 2020-10-17 15:01:58 UTC hello@padlet.com https://padlet.net/icons/png/1f913.png mpoulin5 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/826443795 2020-10-13 19:39:14 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/826443795 mpoulin5 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830169137 2020-10-14 20:16:21 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830169137 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830511656 " Feedback should reference assignment criteria" - use and reference the rubrics used in the lessons when giving feedback. Help students refer to specific criteria in the rubric so that they utilize rubrics more as well.]]> 2020-10-14 23:38:18 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830511656 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830512518 ...spend the most time on the activities with the highest impact and the least time on the activities with the lowest impact.]]> 2020-10-14 23:38:42 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830512518 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830513154 2020-10-14 23:39:09 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830513154 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830515223 Feedback should be concrete and specific so students understand which portion of the task they completed incorrectly or which course material they failed to understand. ]]> 2020-10-14 23:40:40 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830515223 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830515278 Use automatic messages specifically to help you manage your time with feedback. I have specific messages I use for essay feedback where I use the same reflection questions but have space for me to add my specific comments to the assignment. This allows me to give specific feedback while also helping me with time management.]]> 2020-10-14 23:40:43 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830515278 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830515982 Feedback is goal-referenced and teaching less, provide more feedback, produces greater learning.

]]> 2020-10-14 23:41:09 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830515982 vswilmot https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830519832 "Teaching less and providing more feedback leads to more learning." This makes so much sense because it elicits that metacognition of reflection and thinking about how to apply it next time, instead of just thinking about what they need to do this time to get the grade.]]> 2020-10-14 23:43:44 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830519832 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830521625 The act of learning is directly related to how one perceives if they've met a goal or not.]]> 2020-10-14 23:44:54 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830521625 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830523205  When delivered effectively, feedback is a tool that develops cognitive understanding, motivation and engagement, and interpersonal connections. ]]> 2020-10-14 23:45:59 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830523205 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830524384 Concrete, effective and useful

]]> 2020-10-14 23:46:45 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/830524384 https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/837687615 There were two concepts in this article that were really helpful for me. (They seem to be the common refrain among all of the responses, so please excuse my repetitive contribution.) First, I felt convict by the author's differentiation between feedback and advice. With so many students working through the same courses at different times and paces, I find that I occasionally feel like I'm being redundant or repetitive and I simplify my comments to the advice moving forward without as much of the logic behind that advice because I feel like I've already said it. However, this is a reminder that I need to take a moment to set my purpose or intended outcome before providing feedback just like I expect students to work to understand the purpose and specific skill they're meant to be developing on any given assignment. Remembering that the advice can feel "tangential" or "unhelpful and annoying" if I don't explain the why behind it will help to ensure that my commentary is truly effective and meaning for students. The second concept in this article that was particularly striking (and validating) is the idea that "Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning." There are times when I struggle with feeling like I should be engaging in more teacher-y behaviors - providing more of a lecture, imparting more knowledge and insight regarding my analysis of a beloved text, etc. - during class time. I've worked hard to cultivate a student-centered class environment where thinking happens, students engage with each other as much if not more than with me, and meaningful products are the outcome of our hard work. This confirms that the time conferencing, providing feedback on 2nd, 3rd, and 5th drafts, and spending extended time on perfecting and deepening understanding of a skill rather than moving on to the next thing on the list or cramming in one more of my favorite texts is the right choice. ]]> 2020-10-17 14:48:48 UTC https://padlet.com/mpoulin5/p8fd9b6ywmeodlu6/wish/837687615