Effective Feedback

Can grades inhibit learning? In what ways have these resources affected your ideas about the role of feedback in math learning?

Discussion Post: 

Teachers used to feel compelled to mark copious amounts of student work and tests, and to “crunch numbers” to determine percentage marks. We now do much more assessment that is intended to inform our teaching in a manner that is responsive to our students’ learning needs. An important part of responsive teaching is feedback (self, peer, and teacher) that promotes learning.

1) Assess your own feedback practices by completing “My Feedback Practices”:

. Do not post your questionnaire – it is for your own reflection.

2) Based on your assessment of your own feedback practices and other learning in this module, set a SMART goal for improvement in your math feedback practices. Share your goal as your Discussion post.

I'll save my questionaire answers for myself but I will post a link to the PDF used: 

2) My feedback practices are sound and complete. Like everything else there is room for improvement most in the "Using Feedback to further learning" learning section. Right now, my last few years of teaching has been in a volatile department. No year is ever the same. The curriculum is the same but the expectations of the teacher are always changing to become more standardized. I have always been resilient but  still needing to change the materials I develop to meet the required amount of assessments. Funny fact: Some teachers and admin get upset with my findings after my AQ's because I raise too many questions about the system-no one wants to take the time to due their due diligence or pay the right people to get the job done. Nonetheless, my feedback practices do not reflect further teaching, the system I am currently working under now follows a strict timeline and expectation for teaching content and assessments. I spoke about this in my "Diagnostic Assessment" post, but I know I can do it. my SMART goal is below to improve my habits in regards to effective feedback:

S-I will develop a unit in Algebra that aims to meet the needs of BOTH 7/8 student Linear Equation Strand expectations

M-Each lesson regard concepts or instruction should reflect student diagnostic activities to enhance or further learned skills/knowledge

A-This goal should be achieved by the end of the Math AQ course that I am taking now. I'll know I have completed my goal once it  has been tried and tested by peers or myself.

R-This is a realistic goal because of the fact that have created a lesson plan,a unit plan, a full unit before

T-This should take about a month to complete.

I also believe I could improve the ways I am getting students to reflect on their own learning. The BC curriculum that is being implemented is currently moving into a model that does this more. Using the ideas of the K/U;T;A;C model in Ontario. Instead of assigning them marks for these things, students are awarded personal merits. They have called these the "Core Competencies". I have developed a lot of resources in regards to this and I'll add some to give you examples of what I am working on. Like in Ontario, we are asked to write lesson goals on the board. We are a heavy paper based school and I have been working to make classroom management more effective for incoming teachers as well as returning teachers are in heavy content classes. The reflection process has proven very effective for students but needs to be fostered in the correct environment.

Complimentary resources to help foster growth mindsets through feedback!

http://thelearningexchange.ca/who-makes-the-biggest-impact/

http://thelearningexchange.ca/videos/feedback-and-mindset/