[steins1]

in reply to: Feedback and Student Agency #17343

Yes, the feedback does make them activly egaged in their own learning. They have to understand what they are commenting on to be able to give accurate feedback. If the student doesn’t know what to say, understand what to comment on, that gives the teacher another chance to reteach a small mini lesson on whatever the skill it.

[steins1]

in reply to: Feedback and Student Agency #17341

YES, GIVING THEM GUIDED SUPPORT HELPS INCREASE THE ENGAGEMENT AND AGENCY. Each time they use the guide, they get used to the routine and therefore their feed back gets stronger.

[steins1]

in reply to: Feedback and Student Agency #17339

How might utilizing a peer feedback routine increase student engagement?
Students like to hear what other students think of their work, so they are excited to see what other’s say. The issue I have had in the pass is “Quality/useful” feed back. If I just give the kids freedom to write feedback, they usually say something like “good job” or ” I like your title”, but not enough for the kids to do something with. I have found over the years I need some form of guided for feedback/editing. Like for my research unit, the kids have a guided peer editing sheet that states exactly what to look for, how to address it if it is missing and how to acknowledge if they have it. Then the kids have more freedom to ask questions at the end of the peer editing. This serves two folds: first the kids can give constructive feed back and second, the student doing the peer editing has “aha moments” abut their own work when they see what should be in the work or what is missing.

What is the connection between feedback and student agency in learning?
It helps kids take responsibility and pride in their work. And knowing someone else is going to read their feedback, they are more careful and thoughtful with their responses.

[steins1]

in reply to: Establishing Relationships #15383

I am not a fan of ice breakers, nor are my kids. But I do believe in getting them up, moving and discussing. I like to do Philosophical chairs or Four corners. Some activity where they can discuss ideas, question each other’s ideas and most importantly, get ideas to build on where to start. Often I see kids speak up after one of their classmates makes a comment.
One thing my 12th graders really like are Socratic Seminars. They like the intimate circle and me being out of the way for them to share their ideas. For some reason, they aren’t as intimidated to share when looking at each other verse looking at the teacher.

[steins1]

in reply to: Expanding Your Tech Toolbox #15196

I too love Kahoots. One of my favorite aspects is how excited the kids get. They are in the 11th and 12th grade, but they go from bumps on a log to literally standing/dancing by their desks with the song comes on. One of my kids said they have been playing this since elementary school so it makes them feel like little kids.

[steins1]

in reply to: Expanding Your Tech Toolbox #15194

This is a great tool and so helpful during Covid and online teaching. It’s also great for when kids are shy and don’t want to speak up in class. They can still type their responses.

[steins1]

in reply to: Expanding Your Tech Toolbox #15192

Kahoots. It’s fun and engaging because kids like games and they like the competition aspect. I use it to review new skills ( like logical fallacies) or to to review terms for final exams.

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