11/29/2012 Implementing Your LDC Module: Writing – Providing Feedback

Viewed by: Ben Mitchell and Beka Leaman

Focus Question: What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

Q: What is feedback?

A: Responsive communication that provides a person with information about how well he or she is doing with the goal of improving future performance (i.e. verbal, written, and demonstrations)

Q: What is effective feedback?

A: Formative, providing feedback while there is still time to make improvements (being proactive as much as possible); Functional, providing feedback that the student can understand (useful to student[s]); and Effective, help student meet goals and set new ones (growth mindset).

Q: How can teachers provide feedback?

A: Any combination of conferences one-on-one with the student, peer editing, as well as any, and all, written commentary.
  • Writing Conference
    • Quick: 2-3 minutes per student via
      • GoogleDocs
      • eMail
      • Personal conference
        • Sign Up
    • Student does most of the talking; teachers guide based on student explanation and/or answer questions student may have
    • Goal: Have student think about the instructor’s evaluation
  • Peer Editing
    • Longer - depends on how the instructor sets up peer editing; should be implemented as follows:
      • Scaffolding - model clear expectations, as well as guidelines for what is constructive feedback;
      • Structured - Providing protocol that leaves the students with the opportunity to reflect on their work and feedback from others;
      • Supportive - establishing group norms that is indicative of a positive learning environment;
      • Succinct - establishing focus for the conference.
    • The Three P’s
      • Promote Dialogue - Having students understand that feedback is not a grade, but more or less a way for them provoke thoughts on their own work in order to produce a higher quality writing
      • Prioritize - Establishing where the student needs the most improvement
      • Provide time for students to read, react, and revise their writings - it makes no sense to do this the night before the paper is due, or after the grade is in the grade books
    • Written Feedback
      • Be specific with grammar, citations, word choice etc, but also;
      • Look at the bigger picture:
      • Development
      • Organization
      • Does the paper give a compelling argument, well supported facts and examples, and conclusion?
      • This is where the organization part of the LDC rubric is used.
    • Other means of feedback
      • Open dialog where students can communicate how well they think they are doing. May include, but not limited to,
        • Journals
        • Exit Tickets
        • Emails
        • GoogleDoc Logs