{"id":150,"date":"2017-11-18T04:29:01","date_gmt":"2017-11-18T04:29:01","guid":{"rendered":"https:\/\/cohort21.com\/nicholabendle\/?p=150"},"modified":"2017-11-29T16:13:54","modified_gmt":"2017-11-29T16:13:54","slug":"feedback","status":"publish","type":"post","link":"https:\/\/cohort21.com\/nicholabendle\/2017\/11\/18\/feedback\/","title":{"rendered":"Small Explosions in Grade 12 English"},"content":{"rendered":"

It was 8:00 pm and I had three choices: Workout? Twitter chat? Workout\u00a0and<\/em> Twitter chat?<\/p>\n

Without access to Tweetdeck<\/a>, I thought the latter might be a little tough. So, even though I was standing in my workout gear, the Twitter chat won. I’m thankful that I stayed because it helped me with the “where do I go next?” and “Am I even making a difference?” thoughts that have been slowly creeping into mind every time I scroll through Twitter.<\/p>\n

At the beginning of the year I thought I might tackle:<\/p>\n

Assessment and feedback in order to move away from traditional grading and the importance placed on a number.<\/p>\n

And, I wanted to look at how might we build a culture and love of reading in our classrooms?<\/p>\n

\"\"<\/a>
https:\/\/www.cartoonmovement.com\/cartoon_if\/43935<\/figcaption><\/figure>\n

Truthfully, I felt like I haven’t made much movement in these two areas since the first F2F besides reading articles quickly on Twitter. I haven’t even really considered which one I’d like to focus on in earnest and the more I saw 280 characters combined differently discussing the topics, the more overwhelmed I felt about not knowing.<\/p>\n

 <\/p>\n

Ironically, @edaigle<\/a>’s question in the Nov.\u00a015th’s “AGENTS OF CHANGE in schools” Twitter Chat made me see the light.<\/p>\n

He and his team of @tfaucher<\/a> and @gvogt<\/a> asked:<\/p>\n

\"\"<\/a><\/p>\n

My quick response was:<\/p>\n

\"\"<\/a><\/p>\n

I was referring to my Grade 12 English class. I decided while marking their in-class essays, and making many similar suggestions on different papers, that I was going to do feedback a little differently. I made a running list of “areas for growth” and made a few comments in each student’s document. In class, I selected three major areas to discuss, did a mini-lesson on each one, and then returned the student’s papers. It was their job to find the areas for growth in their papers, change them using the suggesting button in Google Docs, and then explain the changes they made and the impact it had on their paper in the comments box. All this before they received a grade. Students were engaged and said things like, “now I see what you were talking about when you said I need to be more specific” or “you’re right. I didn’t connect back to my thesis in my analysis”. I told student’s that I wouldn’t change their mark on their essays (maybe I should?), but that I’d give them credit for the work they did post-essay. We agreed on the things I should be looking for when evaluating their changes and now I need to draft up an achievement based rubric. My hope is that all students see some growth in their writing and that they are able to take something with them to their next writing task.<\/p>\n

I don’t feel like this is groundbreaking, especially after seeing what other educators are doing, but it was a small explosion that has shaken up how students interact with feedback in my classroom. It’s made me feel less overwhelmed when I scroll through Twitter because it’s reignited my belief that small actions do make a difference.<\/p>\n

I know I have a lot to learn and I can’t wait to explore this tomorrow with the best crew of educators in the GTA (and beyond).<\/p>\n

Good night, Cohort. See you bright and early.<\/p>\n","protected":false},"excerpt":{"rendered":"

It was 8:00 pm and I had three choices: Workout? Twitter chat? Workout\u00a0and Twitter chat? Without access to Tweetdeck, I thought the latter might be a little tough. So, even though I was standing in my workout gear, the Twitter chat won. I’m thankful that I stayed because it helped me with the “where do … Continue reading “Small Explosions in Grade 12 English”<\/span><\/a><\/p>\n","protected":false},"author":138,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[3,5],"tags":[],"class_list":["post-150","post","type-post","status-publish","format-standard","hentry","category-action-plan","category-classroom-reflections"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/posts\/150","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/users\/138"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/comments?post=150"}],"version-history":[{"count":10,"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/posts\/150\/revisions"}],"predecessor-version":[{"id":168,"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/posts\/150\/revisions\/168"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/media?parent=150"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/categories?post=150"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/nicholabendle\/wp-json\/wp\/v2\/tags?post=150"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}