2. Build relationships
Co-constructive feedback allows us to build trusting, lasting relationships with our students. Taking the time to pull them away from the rest of their classmates once every theme, strengthens our understanding of individual student needs and allows students to take ownership of their learning. Because these conversations are conducted in English, students feel less pressure to talk with you and are comfortable analyzing and discussing their strengths and weaknesses.
3. Provide ongoing opportunities
The feedback process helps to inform and shape our future instruction. It aids in team collaboration of assessments and promotes a deeper comprehension of success criteria.
Data informs teams and teachers how to design lessons around collective areas for growth. Teachers can home in on one particular area as identified by students on a post-feedback survey that includes questions to help reiterate what was discussed during the conference (identifying strengths and areas of growth) but also provides a space for students to determine specific actions steps they will take to make improvements to their area of growth. What can they do to bridge the gaps in their own learning?
It is also important to provide additional opportunities for formative practice to individual students outside of class time. Ensuring students are given opportunities for remediation and re-performance is the final component of the process if they are not meeting the target. Don’t let the learning stop with the assessment! For example, an identified area of growth might be “Text Type” which includes expanding a message and fulfilling all areas of the prompt. A proper plan for that student could be to have them work with a list of transition words or vocabulary and write a paragraph which expands upon their original message. It could be having a second conversation with a classmate or tutor, specifically focusing on elaboration and details. Maybe it is simply formulating a creative introduction or conclusion, so listening to examples of classmate’s conversations could be a beneficial strategy.
Remediation is individualized, so every plan will be different depending on your student’s needs. When you and your student decide together that they are ready to be re-assessed, go ahead and give them another similar prompt so that they can show you how they have grown.
4. Try peer co-construction
Once students are strong at constructing feedback, have them co-construct for their peers. Spend quality time explicitly teaching and modeling to students how to reflect and how to offer valuable feedback to their peers. Encourage students’ use of “I” rather than “we” when they are reflecting on their own performance. Some examples of useful phrases to help aid in their discussions may include the questions I posted above or:
- Tell me how you think it went.
- Identify an area of strength. / Name something you’re proud of.
- Identify an area for growth. / Tell me something you still need to work on.
If you would like to try the co-constructive process but don’t know where to begin, start small. Create feedback or reflection sheets that match your school’s success criteria. Design activities to help students self-evaluate. Explicitly teach and model what meaningful feedback looks like so students can assess one another. Each of these steps will help you feel more comfortable with the process and promote positive classroom relationships.
The views expressed in this article are those of the author and do not necessarily represent those of HMH.
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