Feedback
When speaking with my SAGA group about the feedback we are given on our blogs, we all talked about how we like being asked to look at others' blogs because it gives us the opportunity to see different ideas across all grade levels. Even though our content will look different, the core concepts behind our strategies do apply across curriculum and grade levels. When it comes to feedback, we also talked about it can be stressful to receive many Coaching Questions on the same post, because we feel the need to respond immediately. So as a SAGA group, we talked about spreading out our questions so we didn't bombard one person each week.
One thing I've noticed on my posts, is that sometimes we're so focused on doing the right thing in a comment (like asking several coaching questions to show that we are trying to improve this skill) that in the rush of reading, brainstorming, and posting the question sometimes the core aspect of my blog post will be missed. For example, I've had one or two questions asked of me where the answer to the question was addressed in my original post, OR the question asked is unrelated (really) to my original post. I think these are just some kinks that will be ironed out as we progress.
In my own classroom, I have begun pulling students aside and using them as a sample size. Specifically, I'll ask them about our assignments, my directions, or how the class is going. I've found that if I ask these questions to the whole group, I receive silence in return. When I ask individuals, they give me an answer.
The goal I can set for myself in the classroom, concerning feedback, is that I find a more formal way to poll students throughout the trimester. More check-ins from more students will give me better data on what I can do to improve my classroom community.
One thing I've noticed on my posts, is that sometimes we're so focused on doing the right thing in a comment (like asking several coaching questions to show that we are trying to improve this skill) that in the rush of reading, brainstorming, and posting the question sometimes the core aspect of my blog post will be missed. For example, I've had one or two questions asked of me where the answer to the question was addressed in my original post, OR the question asked is unrelated (really) to my original post. I think these are just some kinks that will be ironed out as we progress.
In my own classroom, I have begun pulling students aside and using them as a sample size. Specifically, I'll ask them about our assignments, my directions, or how the class is going. I've found that if I ask these questions to the whole group, I receive silence in return. When I ask individuals, they give me an answer.
The goal I can set for myself in the classroom, concerning feedback, is that I find a more formal way to poll students throughout the trimester. More check-ins from more students will give me better data on what I can do to improve my classroom community.
In the classroom I've use conferencing with my ninth and tenth graders to gain individual feedback like you mentioned. In our group, I understand the stress of being over questioned. I promise to read before responding in hopes of catching the gist and not just completing the task. Some questions are meant to make you wonder more than respond.
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