September 29

In Depth Feedback for Writers with Ease

Feedback is Powerful for Growth

During virtual/hybrid learning, I wanted to continue to provide my writers with specific feedback on their written pieces. Educators know that grading and providing individual written feedback for students can be time consuming. In their article, “The Power of Feedback” John Hattie and Helen Timperley point out, “Feedback is among the most critical influences on student learning.” The question is not whether specific feedback to writers is worth it, it is how do we meet the demands and provide the information with ease? Honestly, how do we use a new system for meaningful feedback? What can we learn from this time that can make the classroom an even richer learning environment?

In the classroom, we benefit from roaming the room and conferencing on the spot with writers in the process of drafting, editing, and revising. We can hold more formal writing conferences with students as well.  We can influence the use of check lists, a rubric, and allow student writers to be in community with one another as they are in the process of writing. It is natural to say, “What are you working on as a writer today?” Those short chats increase personalized instruction and engagement. Sometimes, I just observe my writers without interrupting them and write feedback on a Post-It note that I quietly leave on their desks.

When we were not together, I missed these opportunities, but did not want my feedback to diminish in quality.  I wanted it to improve if possible. We held Zoom small group meetings  and class lessons with a writer’s workshop model.  The students regularly submitted pictures of the changes they made in their personal narrative pieces. The images helped me have the same feel as walking around the classroom and viewing students’ notebooks. There were also formative rubrics on Canvas to help kids see how their progress was making a difference on their piece.  Students chose different publishing methods for their final forms.  Once students get to a final version, they have done lots of revision.  The effort they put in deserves a specific response from the teacher. I wanted my feedback to be in paragraph form and highlight what the students accomplished and also provide questions for the students to reflect.

Google Form for Feedback Creation

I decided to create a Google Form that I could tailor to comments that I would give students for each genre of writing during the year.  I took time to think about what comments make sense for each type of writing and the different abilities of the 5th grade writers that I work with. What order also would make sense for developing a paragraph of feedback?  How do you create different statements that make each writer feel they are getting feedback that fits just them? What reflection stems make the most sense to end the paragraph of feedback? You are welcome to use my Google Form, make a copy, and personalize it for your own use.

Video for How it Works

Feedback Via Google Form

Examples of Feedback Students Received

Your personality and voice come through this piece of writing. The reader gets to know more about you. The events have a logical sequence and are easy to follow. You use great transition words to help the reader know that the location of the action is changing. Your use of inner thoughts really makes the reader connect with you. Thank you for realizing that what you were thinking makes the reader understand you better. I am glad that you attempted dialogue in this piece. It really brought life to your writing! As you look over your work, what are you most proud of in this work?

This feedback was for the writing above. The student was writing at a high level on the rubric.
 

As a writer you created an engaging lead that captures interest and may even foreshadow the content of the story. You gave a description of what the others look like, so the reader can see the image you wanted me to see. The words you chose gave sensory details that help the reader feel like they are in the story setting. Your use of inner thoughts really makes the reader connect with you. Thank you for realizing that what you were thinking makes the reader understand you better. Your dialogue helps bring the voices to life. However, you still need work on punctuation and capitalization with dialogue. Also, be careful with the spelling of the words you use in a final copy. You have some words that were misspelled. This will come with time. Pay attention to what writers do in novels as you read. Celebrate your accomplishments. What do you think you will repeat in your next piece?

This feedback was for a student who has room to grow. However, the feedback for the piece offers lots of writing traits to repeat in future pieces. It is gentle in what to work on, yet honest.

What Students Said in Response to the Feedback:

Reflection is key to helping student recognize what they did well and set goals for future writing pieces.  A next step for us, is to write a goal and a plan for writing.  These goals can be posted to Canvas to share with the teacher and allow their parents to see them.
Category: Digital Learning, ELA Instruction, Feedback | LEAVE A COMMENT
September 29

Hybrid Reading 2020

The Technology Hustle

If you would have told me last year at this time that I would be in a classroom with some kids in-person and some at-home, I would have looked at you funny.  Who could have guessed that we would be juggling the different modes of instruction with in-person and virtual at-home students in the same moment! However, the innovator and experimenter in me is actually enjoying the ideation of how to make this come together.

 I regularly ask myself, How did I do this before and how can I do it now in a rich, meaningful way? 

I choose to explore and try out a new blend in the classroom.  It’s been some moments of trial and error. Suddenly, there are the beautiful moments.  Yes, those teaching moments where it just clicks.  It’s still happening!  This journal is about one of those moments of growth for my students and their interaction with each other.

The Reading Lesson Method

Model

We are starting each lesson with a focus and purpose for reading.  The focus of this lesson was to work on having a thinking moment while reading.

After we go over the reading goal, I always share with the class a book that I have been reading with modeling of the strategy.  I set up my own notebook and with digital instruction, I add a lot of pictures to my slides on Canvas.  This allows both in-person and at-home to see the modeling clearly.

Engage

 Students then spend twenty minutes reading the books they have selected. The learners at-home are put in individual break out rooms for the reading time. During this time, I do reading conferences with readers. I conduct one with a reader online by going to the break out room of the student.  Then I switch to a conference with a reader that is in the room.  I keep alternating with my readers during the twenty minutes.  I keep notes on each reader in a binder-not all things are high tech!

The students were given a Post-It note to jot a thinking moment during the twenty minutes.

Practice

 Next we moved into a time of practice. The students worked on extending their thinking.  I shared with them some previous student examples.  Then they were given time to put the Post-It note in their reader’s notebook and extend their thinking after the reading session.

When a student wants to type, I have them take a picture of the Post-It and then upload the picture to the Notes App.

Just look at that great development to thinking!

 

 

 

 

Reflect

 The fun came when the students were done working.  The students were shown the reflection tool for the day.  They were asked to re-read their work and rate their performance.  If they needed to make changes they were able to do so.  Next, we opened up classroom space to share the thinking and writing.  The kids were excited to volunteer.  My students at-home volunteered to read their work.  You can see that on my laptop, which was projected on the screen for in-person to see.  The in-person then gave feedback for the at-home student.  The magic sparkle arrived on faces when feedback was given and received.
Students in-person shared by coming to the iPad stand to read their work and allow them to be seen on Zoom.  The at-home kids gave the in-person student feedback.  Both groups were able to share great books, thinking, and smiles.  It felt like the “normal” days of reading instruction!
Category: Digital Learning, ELA Instruction, Reflection | LEAVE A COMMENT
September 12

Digital Mentor Text for Advancing “Thinking While Reading”

Use Digital Text to Grab Readers!

As a fifth grade language arts teacher, I have two goals.  One, I want to model great thinking while reading.  Second, I desire to showcase engaging novels that students will desire to read.  In the digital format of instruction right now, I desired to use my strategies of growing readers while still helping virtual learners too.

My blog today will feature how I have used mentor text, show you a layout for presenting, and help you see how to bring this all together in your LMS, particularly Canvas.

Start with using the Libby app to locate text. Libby is another version of the Overdrive app that is available with your public library card.  It is an excellent resource for mentor text and then showcasing for students where to find the book for access, especially right now with learners at home.

Libby App
Locate this app and add to your device.  Login using your Public Library Card information. Make sure to only use a small portion of the text so that you are observing copyright. Here is an article that is helpful on the topic of copyright.

The next step in the process is to pick the section of the book from which you want to model thinking.  While working with the pages on Libby, I added Stickies, a feature on MacBook Air that looks like Post-It notes. However, you could take screen shots and add text my editing pictures.  The method chosen allowed me to model what students could do with Post-It notes in their own books. The screen shots were added to the Google Slides presentation that I was building for modeling and anchor charts. I also added the book cover to the presentation slides to give visual cues to students for remembering the book. Once the pages were set up in the presentation, I was ready to make my video for modeling.

To obtain a copy of this lesson to try with students or use the frame to recreate your own lesson, click here. My lesson opening frame was motivated by @nadinegilkison. I appreciated the model, read, respond set up for the first slide.  To ideate the plan, I have built modeling sections (light blue), sections for readers (light yellow), and responding and reflecting (light purple). The presentation pattern is being used in all of my digital lessons for reading and writing.  Predictability for students is highly important for routines. In Universal Design for Learning, we want to help students navigate digital resources.  You will also notice a timer that is used with students to track reading on their own.  On the Canvas page, written directions are also provided to summarize the lesson presentation.  Rubrics are valuable to add to your LMS to help with guiding reflection and goal setting.  You will see reflection built into the pedagogy of the closing of each lesson.  

Finally, how do you pull this all together for your LMS and easily distribute to students in the classroom or virtual students?  Learn to use embed code in Canvas.  Your students will be able to access your presentation right within the Canvas page.

Using the “file” tab drop down to where it states, “Publish to the Web”.
Select “Embed” and then copy the code to take to your LMS like Canvas.
Click on the HTML editor hyperlink, which is right below the title of the assignment.
Paste the embed code into your assignment.

If you are interested in adding this link to your own Canvas course, you can find it in the Canvas Commons.  Best wishes to you in creating your digital mentor text lessons!  Feel free to share in the comments great ideas that have been working for you too.

Category: Digital Learning, ELA Instruction, Professional Development, UDL | LEAVE A COMMENT
June 8

Peer Feedback on Blogs

Modeling Feedback Impacts the Ability of Students to Give Each Other Better Feedback

One of the benefits of modeling great feedback throughout a school year is the improvement students make in giving feedback to each other. To help students, I use an E-Q-S model with them starting at the beginning of the year. We use this same feedback frame for all genres of writing and it is modeled regularly for students to be effective in the writing community.

E=Encourage

Students are asked to encourage the other writer.  What did the writer do well?  What did you like about the written piece? What stands out? How did you see the writer use the genre effectively? What should the writer do again in another piece?

Q=Question

Students are asked to politely question the other writer’s craft. For example, why did you use a certain word, provide a fact, use a source, give a certain description, or something else they are curious about.  We also encourage questions for helping the writer add more.  What else could you add in a certain spot? How can you describe the setting more? What am I suppose to see in my mind in this spot? How do you think you could improve this piece?

S=Suggest

Students are taught to use what they know about writing to help each other improve.  We want to make suggestions not demands for other writers.  However, sometimes we might find a conventions error more easily in another person’s work. Students may offer better words to make the writing sparkle. An idea for more description can be given. Conventions can be easy suggestions or spots to circle and ask the teacher about.  Overall, writers suggest ideas that could enhance the piece, but the writer decides if the changes are ones he/she wants to make.

Digital Tattoo

Discussion Board Assignment on Canvas in August

I used to tell students that they had a digital footprint on each other’s blogs.  However, I have found that calling it a tattoo is more effective. A footprint may fade with time, but a tatoo is more permanent and is less likely to change. At the start of the year, we did a digital citizenship agreement and discussion board on Canvas. There was also a paper agreement that was added to the interactive composition notebook we use in the classroom.  By making this formal, students had a better understanding of expectations and could practice right away in the Canvas discussion board on the topic of digital citizenship.

We spent time in the classroom working on what positive feedback looks like on a blog and how it is available for others to see.  Using blog comments is a wonderful way to work on digital citizenship in the classroom. The students were provided with a rubric for blog comments on Canvas. As the teacher, in Kidblog, I can control the comment submissions. The teacher is able to set up approval for all comments which allows for successful growth for students. If someone gave a comment that I felt was not meeting the standard while we were still in the classroom, I could use it as a teachable moment by having a conversation with the student. Fortunately, by the time we were on eLearning the students were proficient in leaving each other comments. Seeing their growth in this area was actually a highlight of eLearning!

During eLearning, I continued to model what the expectations for comments were so that students could be successful with their feedback.

 

Commenting Tips for Students
Think before you comment.
 Say something meaningful.
Be polite.
Write comments that reflect you in a positive way.
Only write something you would say in person.
Stay on topic.
Be clear.
Avoid sarcasm.
 Be concise.
 Assume everyone can read your comment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Category: ELA Instruction, Feedback, Positive Learning Environment | LEAVE A COMMENT
May 15

Specific Feedback, Especially While Digitally Learning

Feedback is the path to excellence and growth for students.  Teachers have the power to shape thinking, give guidance, help students adjust, and propel students to the next level.  However, feedback needs to be meaningful and intentional for it to make an impression on students.

Purposeful feedback takes time to craft.  Educators love to see students grow.  In the classroom, it was easier to shape student performance because most of the feedback could be verbal and in the moment.  It could come in the casual side conference while visiting a student’s desk during the work process.  It could unfold in a conference for reading, writing, or monitoring a PBL project.

The classroom environment allowed for ease. The valuable moments where you share and highlight the amazing work you see one student doing propel everyone. Taking advantage of a chance to interrupt and instill how students are applying a mini-lesson into their work is powerful. What about the opportunity to interrrupt a class to shift and redirect when the application of learning needs an adjustment? All of these moments are the ones the kids miss and teachers crave to give during eLearning.

However, we have always faced the evaluation of work while grading at home and interpreting performance after the work was completed. It is tedious and the part of our job that sometimes requires a deep breath before beginning because we know it is labor intensive. Those feelings now are amplified because we are distanced from the process of engaging students in the beautiful moments of classroom learning. How do we truly give feedback in the absence of seeing all of it unfold?

What have I tried?

Mid-Workshop Interruption Videos

When my students were working on writing, I had them send me their prewriting and drafting.  It allowed me to give a mid-workshop interruption videos that I sent as an announcement on my Canvas course.

Writing Conference Feedback Videos for Individuals

For students that I felt I could shift their craft of writing better with specific feedback points, I made a video. This student needed assistance with punctuating dialogue.  Zoom sessions were hosted for students to share and conference, but not all students were able to attend.  Regardless, the student received the feedback that was needed.

Make Sure to Use Specific Rubrics on Canvas Assignments

Canvas Rubric

Use Rubrics on Canvas with Each Step of eLearning.

 Rubrics are always an effective way of sharing the progression of skills for students to use as they are working.  This is an example of a rubric scored for drafting.  Along with the rubric you can add specific feedback through comments or a video as mentioned.

Writing Specific Feedback in Comments on Assignment Submissions

Clipboard History Pro Extension Sometimes as you are grading you tend to state the same things to multiple students.  Spend time crafting a response that meets the need you are seeing.  You can always copy and paste the comment.  If you have multiple comments that you use for various levels of performance use a clipboard extension tool for quick use.

Pro Tip:

Add the Clipboard History Pro extension to your Google Chrome. Also, establish the idea that you want students to master activities. During eLearning, allow students to receive feedback and make changes.  It allows students to return to content and improve.  We want our students to grow and multiple attempts enchance learning. In the video below, you will see how easy Clipboard History Pro extension makes it for me to give meaningful feedback.

 

Category: ELA Instruction, Feedback | 1 Comment on Specific Feedback, Especially While Digitally Learning
February 10

More Ideas for Making Anchor Charts Useful

Inference and Synthesizing

You might want to consider new ways of making your anchor charts and documentation interactive for your students. We are currently reading the novel, Ghost Hawk, for our interactive read aloud. For this novel we are also working on improving our ability to infer text information and sythesize an idea.  We are using the Smekens silhoutte approach to serve as a graphic organizer.

After reading sections of the book, I am giving the students a key question related to the book.  We are working together on using the organizer to prepare our thinking. The students view the question, create an organizer in their notebooks, and put down ideas alone for three minutes.  After the students have had time, we are sharing our ideas together. Currently, I have been modeling the thinking they are sharing on the whiteboard when we work as a group.  Students can add to their notebooks the collected ideas.

Next, we are thinking of a way to synthesize the ideas around the head.  Often we take the question and use it to guide our topic.  This process will help readers to prepare to write about the questions with key evidence from the text, which is a standard we are focusing on along with sythesizing.

Working to make a documentation record of our work throughout the novel, I have been taking pictures of our whiteboard and adding the images to a SMORE for Ghost Hawk. On the SMORE, I have been able to model taking the graphic organizer work and turning it into written response.  This way, students can see the next steps they will be taking after they are comfortable with using the organizer.

In the image , you can see that some of the pages of this SMORE were printed to be available as a reminder of the work we have done in the modeling stage. A QR code can also be added so that the entire collection of examples can be available to the student. Make your documentation and anchor charts interactive so they are valuable to the students.

As we go through the process, students will be able to revisit our steps as they transition to doing the process independently.  All of these strategies continue to make learning visible which brings UDL guidelines into the classroom too.

Take a Look at our SMORE collection as we go through the novel.

 

 

Category: ELA Instruction, UDL | 1 Comment on More Ideas for Making Anchor Charts Useful
February 9

Anchoring Learning Through Documentation

Background in UDL

Lately, I have been trying to use UDL principles to increase the use of my visual supports in the classroom. A typical anchor chart is provided by the teacher to serve as a reference to steps or key ideas with a standard being taught. However, what if a documentation approach is used to anchor the next steps students will take on their own.  Educators know the power of “I do” modeling.  Then we guide students to a “We do” stage.  What would happen if the teacher captures these phases of instruction in the classroom?

Using Standards to Guide Goals

My goal was to increase students ability to grasp key ideas from text and provide support from the text to explain thinking.  I wanted to model CLOSE reading strategies with students in a way that would allow them to learn deeply from text. The goal was to show, do together, and release students to be independent with growth in CLOSE reading. These techniques are taught every year, but how can a teacher use visuals to support the process in a rich, detailed approach.

Key Ideas and Textual Support in Indiana Standards

5.RN.2.1 Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text.
5.RN.2.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.RN.2.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Define the Tool

To help my students with the concept of three phases of CLOSE reading, I decided to use the normal anchor chart from Smekens.  This chart was blown up, laminated, and added to the classroom.  Just adding the chart is helpful.  Students learn that a first phase read is like putting on your glasses.  You take a look at the text and give it a read through.  Then the second read is related to a microscope.  You look very closely at the text and study it.  During this phase, you annotate key ideas and discuss. Next, you associated the third read with the telescope.  You take a broader view of the text, write about the text, and respond to the text with evidence.

Capturing the Process in Visual Documentation

What developed next in my classroom was the need to document the three phases from the modeling! Yes, it was becoming obvious that going beyond the “anchor” chart was necessary so that our process lived in the room.  What transpired next was an improvement in my visual supports for learning!

Phase 1 & 2 ClOSE Reading Docmentation

We used a Storyworks article. When we were annotating the text together, I used Kami to model the annotation. Later, I printed off the annotated text and put our work in order of how we went through the CLOSE reading stages.

Students were able to go back to a CLOSE reading documentation chart when trying the process on their own. The kids were able to work on their third phase written response with the “We do” modeling available.

Phase 3 Documentation

Written response that we did together was later printed and used to help students for future reading passages. Notice how checklists were added to the anchor charts.

Organizational writing structure for the response was documented on one of our practice activities.

Tips for Taking this Small Move

  • Keep your traditional anchor chart.
  • Find a way to document the mini-lesson.  It can even happen after it is done.
  • Use the documentation to review the lesson from the day before.  The learning is visible and easy to revisit.
  • Allow students to approach your documentation during “You do” phase of learning.
  • Add checklists to charts when it makes sense for the skill.
  • Make the learning of a skill visible more than just during the introduction of a skill.
  • Can students use visuals to explain what they are learning?
  • Can students make personal learning goals due to the documentation charts in the classroom?

Taking this Idea to Leaderhip

During Walkthroughs, pay attention to what is on display. What documentation is available for students? Do the visuals provide scaffolding support? Can a student easily revisit previous learning? It is an opportunity to coach teachers to think about options that support learning.  You might hear me say, “I wonder if you…” Remember a small move can lead to BIG change in a classroom environment over time.

 

 

Category: ELA Instruction, UDL | LEAVE A COMMENT
January 9

What Do You Need to Best Understand Text?

Representation in UDL

In Universal Design for Learning (UDL), we look for ways to help students find their best learning methods. In classrooms today, we have lots of options for multiple means of representation. Students need to be exposed to the potential of each option and figure out through trial and reflection what works best to receive information. Most classrooms have options for technology, but it does not mean that technology is the perfect fit for all students.  Also, students need to exposed to options regardless of learning ability. Strategies are not just for students with a learning need.  What works best in the classroom is the student deciding and the teacher presenting options.

What might it look like in a classroom studying social studies?

  1. A student might choose to use the digital version of the text on a device. However, even with this choice there is variability. One student may prefer to have the audio support play while following along, even if the reader is an effective reader.  The mode of audio and text meets two sensory needs with the auditory and visual being paired.  The mind of this student may feel more engaged with the information. Some students may only use the audio support to hear new vocabulary terms defined and spoken.  Others may just like the ability to read on the screen and not tap into any auditory features.
  2. A student may also like to use multiple forms of text.  Some students like to have the book text and the digital text available at the same time.
  3. Another type of student may find the digital format distracting and prefer the book alone.

Why is it important that we teach the options above?

Educators care about the learning process.  We need to get out of the way on the format preferences of kids. Clearly, educators have their own preferences of representation, but our role is to guide.  When kids are empowered with choice, we are setting them up for success in a digital society.  Devices and features of support are going to continue. Why not help students through trial and error to find the clarity they need to comprehend information?

Reflection is Key

After presenting the different options, students make a selection while working.  It is important to give space for discussion or a quick survey.

Ask:

  • What worked well? Why?
  • How do you know you learned more with the strategy you tried?
  • If you did not like the strategy you tried, what will you shift to using?  Why?
Category: ELA Instruction, UDL | LEAVE A COMMENT
January 5

Building a Passion for Reading

When I started teaching 20 years ago, I made a decision that I would model the life of a reader for my students. It simply meant that I would grab as many different types of kid books as possible to read.  Dive in. One book at a time. It was a small move at the time, which has lead to a big impact with readers. My goal was to know as many different options to direct different types of readers to positive book experiences.  No genre was left aside.  Today, I can ask a simple question, “What was the last book that you liked?” The question is the ticket to discovering what motivates the reader.  It sends my mind off to suggesting the next title(s) for them.  You see, after years of reading books my kids might be interested in, I know lots of authors, titles, series, genres, perspectives, and can find a fit for the student.

My classroom is guided by student led book selections. My goal is to get students to read 20 books during the school year, so I do the same (if not more). Choices are possible because I am comfortable with the books available to my students. I know the books.  Luckily, this opens the world up to my students. My students can read independently or form book clubs.  Then the true beauty of the reading life unfolds when I can confer with readers on their books.  Students know when you are truly a reader. They pick up on the number of books you can dialogue with them on.  They trust you. When you recommend a “next” read, they listen.  Also, when you conference with a student on a book title you have not read, and then you read it as a result.  You grab them in a way they cannot help but be captivated by. You let students know they matter.  It has been a joy to see this small choice in the beginning my career unfold into relational beauty with my students. I look forward to sharing with them the books I read over break.

Never underestimate the power of one book at a time.

Now, as an aspiring school leader, I am reading as many books on instruction, leadership, innovation, classroom management, and education as I can.  It is a small move that I hope leads to BIG change for educators around me. My teaching experience is one of my greatest attributes, but my desire to constantly grow is part of my present and future.  There are many ways to teach and lead.  My goal is to be an influence and help guide others towards resources that help them to develop.  Teachers are the hardest working professionals. If they have leaders who support their growth, walk alongside them, grow with them, and encourage their risk taking, then kids win!  You do not just wake up with this style of leadership, you grow it one book at a time.

Two Take Aways:

  1. If you are a teacher, read one book at a time that you can use to encourage the readers in your classroom.
  2. If you are an aspiring leader or current building leader, read one book at a time that you can use to influence your school community

Collection of My Professional Reads

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Classroom Resources

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Category: ELA Instruction | LEAVE A COMMENT