[eskelton]

in reply to: Feedback and Student Agency #10096

I often use peer feedback as a way for students to check for understanding. I encourage students to use the rubrics to “grade” another group or person’s project to help them understand areas that may be weak or missing. Also when the students have to explain what they have done it helps them reflect on their work and then begin to notice misconceptions or voids in learning.
What is the connection between feedback and student agency in learning?
When students are truly engaged in giving and receiving feedback, I often find that the inquiry and participation increase because they value their peers’ voices. They also become more reflective of their genuine understanding of the project, task, and information.

[eskelton]

in reply to: Expanding Your Tech Toolbox #10095

I looked at Flip. It seems like it would be a great way to check for understanding. or presentations. We often present in Science, which is the part of the projects that students dread most. It would allow the students to work through the nerves and show something they are particularly proud of. It would also allow me to record feedback that they could use to hone their presentation skills without feeling as vulnerable in front of their peers.

[eskelton]

in reply to: Establishing Relationships #10071

In the first week of school and then the proceeding two Mondays, I learn my student’s names by having students stand up one at a time and tell me something about themselves (favorite candy, food, something interesting). Then I repeat their names until I learn everyone’s name. It makes connecting with them easier and provides points of connection with my students.

[Author]

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