Week Two CDEO 525
Feedback that fits
Well after reading this, I really need to rethink my approach to feedback. It is so easy to say "that's right" or "good job". But really that doesn't say anything at all. My HS english teacher was way ahead of his time. He would give us two grades for a written paper. One grade was for grammer and puncuation and the second what for content. Although I can't remember how constructive his comments where on the content. I can clearly remember that I wasn't being judged just on my puctuation.
The feedback examples were all very logical, but very time consuming.
Actually I have tried to make a conscience effort to be more constructive in my comments, but I start out great guns and then go down hill.
Then I think about that "needy" student that needs reinforment ALL the time; it just wears you out.
With having to know 750 students and only seeing them once every other week, I don't get to know them very well, so it is hard to know what motivates them, which would be very useful when phrasing feedback.
I guess the best thinking line for me was "be positive andspecific", I will work on that.
1 comment:
That is a great idea about how your HS teacher provided two different feedbacks. I agree that only being graded on one thing at a time would make it easier to focus on the task. I also agree that it is realy difficult to get to know students when you see them so infrequently. It makes it really difficult to really know them and what they are all about. Staying positive is such a great attitude to have and I think that trying new things time and time again will lead to success.
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