I’ve been reluctant to write lately. I think this is partly due to being mid-masters degree and knowing what academic writing looks like and this blog being a weird hybrid between academic and “hey, friends, here’s what works for me…”
I write partly as a reminder to myself of what works, partly to share and seek feedback from my peers, and partly just because I think writing is fun.
Here’s a feedback strategy I have started to use for student writing, which is the latest iteration of my many varied methods of providing students with feedback over the years. I find this one suits my needs right now and is accessible for my young learners.
Highlighter & sticky notes
I use bright sticky notes with a highlighter in a matching colour. The goal of this colour-coded feedback is for students to be able to identify the error and how to fix it. For the moment, I am trying to stick with two stars and a wish, both of which should be specific. The sticky note feedback is a new iteration of my old colour-code system where I just marked with five highlighters the types of errors students were making without providing much for written feedback.
I have a love affair with coloured pens and many teachers I know do. I always sort of figured I wanted my words to pop out for students so they would find them, but the more I reflect on the purpose of feedback, the more I think pencil makes sense. Students generally want work that looks tidy and reflects their best work. When parents come in and thumb through their notebooks the thing that stands out should be the student’s work NOT the teacher’s. Those with anxiety or a bit of perfectionist tendencies can remove it and have “perfect” final work. My fear was always that students would erase it… “But it won’t show parents what I told the kids…” What is the purpose of the feedback? It’s for students not for parents.
Iris and student process portfolios
As I mark, I keep student profiles open to make notes. This helps with providing students feedback, meeting with parents, and providing next steps on summative reporting like report cards. If the stickies do get lost I have a copy of the next steps for each student, although I don’t take the time to copy everything into the portfolio.
Mark it twice
I have been trying to provide students with this actionable feedback and then allowing them time to respond to it and improve their work. This often leads to a mini-lesson but sometimes the written feedback is enough.
I certainly don’t have it figured all the way out and I’m feeling a bit lax for not providing citations for my writing here… it’s just a personal reflection and nothing more.
Happy teaching, colleagues. I’d love to have your ideas for feedback,too!