Feedback and Student Voices

 
A 4 minute video!

How Students Critiquing One Another’s Work Raises The Quality Bar from D. Bassett’s blog spot:  

http://dbassett.blogspot.com/2017/03/here-is-great-article-on-learning-to.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReflectionsOnMeta-cognition-ForEducatorsByEducators+%28Reflections+on+Meta-cognition+-+For+Educators+by+Educators%29

 
Too often, when students produce schoolwork, they turn it into a teacher for a grade and move on. And after the teacher spends time evaluating the student’s work, many students never look at the feedback, a cycle that frustrates both parties and isn’t the most effective way to learn.

Student to student feedback video via sMindShift

https://www.youtube.com/watch?v=M8FKJPpvreY  4 minutes

Oracy: Let’s Not Ignore Oral Language Development/Instruction in the Classroom

From the Reading Sage

http://reading-sage.blogspot.com/2017/02/developing-oracy-with-daily-dialogue.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReadingSageReviews+%28Reading+Sage+Reviews%29

Just a few of many links on oracy from the Reading Sage posting

Oracy in the Classroom: Strategies for Effective Talk | Edutopia Oracy in the Classroom: Strategies for Effective Talk | Edutopia
Teaching oracy means putting more intention behind how you guide and organize your students’ talk. When they gather for group work or …

Oracy: The Literacy of the Spoken Word | Edutopia
Teaching oracy is instrumental to better reading and, in particular, writing. In developmental terms, humans acquire oral language first — a …

Oracy Assessment Toolkit : Faculty of Education
In recent years, there has been a growing recognition of the need to help young people develop their abilities to use spoken language effectively. Employers …
Teaching oracy means putting more intention behind how you guide and organize your students’ talk. When they gather for group work or …

Teacher-Student Dialogue

Empower Students to Be ‘Captains of Communication’ From Ed Week

By Starr Sackstein on February 12, 2017 6:31 AM Guest post by Brian Klaft

http://blogs.edweek.org/teachers/work_in_progress/2017/02/captains_of_communication.html?utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=workinprogress

Short excerpt:

When groups are constructed around strong student communicators, student engagement increased. My class now has the ability to work bell to bell, to the point that my students often lose track of time due to their engagement. I have heard “time flew today” on more than one occasion. Time flies when learning is deep. Increased engagement was not the only benefit of having table captains.”

A good communicator has a way of making a group safe to engage in, which leads to more academic risk taking, which leads to deeper questioning and understanding of science phenomena. Questioning and understanding phenomena is the goal and communication is the key.”

My students have a safe zone through which they can take part in class in a more active way. They are not just going deeper due to NGSS [Next Generation Science Standards] and its three dimensions, but also do to the safe dynamic of the group. Having a class designed on safety of communication has also resulted in fewer students on the periphery that only engage under teacher supervision.”

 

Focus on Dialogue About Teaching/Learning: Who is Engaged?

I began this current sequence of blogs by introducing a posting about “Openness to Learning” in which an expert on communication and learning provided insights into how administrators and teachers can optimize student success by engaging in meaningful dialogue.  But it isn’t only teachers and administrators who are engaged in this topic.  Here are some other “potential” discourse partners who can/will influence student success.

Teacher/Parent Conversations

Teacher/Student Conversations

Parent/Student Conversations

Student/Student Conversations

Special Educator/Teacher/Parent/Student Conversations

Teacher/Support Staff Conversations

In an attempt to curate/find relevant files/links for this current series I went back to my ScoopIt site for posts I had curated for my Dialogue and Learning Board: http://www.scoop.it/t/dialogue-and-learning which has over 500 posting starting in 2012.  Here is just a brief listing of the types of posts I curated:

Parent-Teacher Dialogue

http://www.latimes.com/local/education/community/la-me-edu-how-to-actually-get-something-out-of-parent-teacher-conferences-20151023-story.html

https://www.edutopia.org/blog/parent-teacher-conferences-collaborative-conversations-john-mccarthy?spMailingID=12608933&spUserID=MjcyNTI3Njg3NDIS1&spJobID=640473825&spReportId=NjQwNDczODI1S0

https://www.edutopia.org/blog/what-parents-want-teachers-to-know-joe-mazza?spMailingID=9633557&spUserID=MjcyNTI3Njg3NDIS1&spJobID=400677021&spReportId=NDAwNjc3MDIxS0

http://www.scilearn.com/blog/10-questions-to-ask-your-childs-teacher-cognitive-skills

Teacher-Student Dialogue

Students Voice…what are student’s thinking

https://www.youtube.com/watch?v=ocM9Sqz2gzg

Teaching Students to Give and Receive Feedback

http://inservice.ascd.org/teaching-students-to-give-and-receive-meaningful-feedback/

Parent-Student Dialogue

Good Talk: Raising Smart Learners Through Rich Conversations

http://ww2.kqed.org/mindshift/2013/09/30/good-talk-raising-smart-learners-through-rich-conversations/

Student-Student Dialogue

https://www.middleweb.com/28404/scaffolding-student-skills-for-productive-classroom-discussions/

https://cultofpedagogy.com/speaking-listening-techniques/

What’s Next?

Are there general guidelines for conversation?  Do they apply to all partnerships?  To all situations? Grice’s Maxims offer a starting place ( https://www.sas.upenn.edu/~haroldfs/dravling/grice.html ) but are they enough?

 

 

 

Adult Communication that Impacts Student Success in School

Up to this time, this blog has focused on language development and use by children.  The idea was to focus on the ways in which children do and can develop the language skills that help them to be successful learners.  There is a wealth of information “out there” as well an on this blog about ways to do this.

It is time for a new focus: the communication of adults that impacts children’s success in school and beyond.  Teachers and parents talk about children and their success or lack of success in school, administrators and teachers talk about children, special educators and teachers talk about children.  Support staff members and “outside” experts “communicate” about children and their success or lack of success in school.  What do we know about how these “stakeholders” (is that the correct term?) talk to each/one another about children’s success in school?  How much of their conversations address the reasons for children’s success or lack of success and what each adult does/can do to ensure that success.

I am going to start with a very brief video (4+ minutes) featuring an expert on adult communication about children’s success in school.  I “found” this video when I googled the topic “open to learning.”  Here is my starting point: exploring what this well respected expert has to say.  More to follow.

https://www.youtube.com/watch?v=0_l5-HKIR1s

Here is a follow-up video with more detail about “Open to learning communication.”

https://www.youtube.com/watch?v=rB7wP8WJZeU

Listening and Learning

Reading Sage on Think Alouds

From the blog of  The Dyslexic Reading Teacher Sean Taylor,  a teacher whose work I highly respect and value!

 http://reading-sage.blogspot.com/2016/07/effective-think-aloud-think-aloud.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReadingSageReviews+%28Reading+Sage+Reviews%29

 Rethinking Ability Groups and Differentiation!

   ” Teachers are trained to use reading assessment data to differentiate and ability group students based on reading comprehension scores, yet many teachers never ability group based on the students listening levels. Many teachers never test the students listening comprehension ability. Why? Basing reading instruction and lessons on grade level reading scores alone is a mistake, student’s grade level listening comprehension levels are a clue to your students’ potential ability….”

 My Experience with Low Reading Scores and High Listening Comprehension!

       “Special educations students like me, that could barely decode at a first grade level in 5th grade, yet I could have easily understood literary concepts many years higher than my grade level. I never had a chance to test my ability and tackle complex literary concepts because I was always in a special education ability grouped reading class (differentiated) my whole public school career!  My education choices were accommodated, modified and differentiated to the point of being mute….”

 

Academic Conversations and School Success

Academic Conversations by Jeff Zwiers and Marie Crawford,  Stenhouse, 2011

Dialogue Blog for Monday, March 21 16

This book offers an extensive treatment of classroom talk with multiple examples and suggestions for application across the content areas.  In this multi-post sequence, my focus will be on the following chapters:

1 Reasons to Converse in School (pp 7-26)

2 Getting Started with Academic Conversations

3 Lesson Activities for Developing Core Conversation Skills

4 Designing Effective Conversation Tasks

5 Training Students for Academic Conversations

8 Conversations in History

9 Conversations in Science

To begin Chapter 1, Z and C offer a comment by a 4th grader:

“Conversations not only made us sound smarter, I think they actually made us smarter.”

Zwiers and Crawford begin this chapter by talking about the need for oral academic skills in school and in the larger world, and they note the problem that “Despite their power, rich conversations in school are rare.” (p. 7)  As always in reviewing a book in-depth, I highly recommend buying it.

Advantages of Conversation

They then go on to present a long list of “advantage of conversation” across a wide range of domains: language and literacy (LL), cognitive (COG), content learning (CON), Social and cultural (SC) and psychological (PSY).

Under Language and Literacy Advantages, they note:

Conversation Builds Academic Language

Conversation Builds Vocabulary

Conversation Builds Literacy Skills

Conversation Builds Oral Language and Communication Skills

In the Cognitive Domain, they note that Conversation

Builds Critical Thinking Skills

Promotes Different Perspectives and Empathy

Fosters Creativity

Fosters Skills for Negotiating Meaning and Focusing on a Topic

In the Content Domain they say Conversation

Builds Content Understanding

Cultivates Connections

Helps Students to Co-Construct Understanding

Helps Teachers and Students Assess Learning

For the Social Cultural Domain, conversation

Builds Relationships

Builds Academic Ambience

Makes Lessons More Culturally Relevant

Fosters Equity

And, in the Psychological Domain, Conversation

Develops Inner Dialogue and Self-Talk

Fosters Engagement and Motivation

Builds Confidence and Academic Identity

Fosters Choice, Ownership, and Control Over Thinking

Builds Academic Identity

Fosters Self-Discovery

Builds Student Voice and Empowerment.

 

 

 

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