Create: Using the examples above as a point of reference, create three original digital resources that could be utilized when evaluating student work. Then discuss in your blog how these resources would enhance the level of specific feedback offered to students.
I'm currently in an online teaching endorsement program, and in one of our recent courses we have been learning about the importance of targeted feedback. (The artifacts shared here are some things I've recycled from submissions to my endorsement instructor). Candidates in the program have been taught that it is important that feedback must be aligned to the standards and learning objectives, timely, positive, and instructional. Lessons in the TOOL have been very closely aligned with what I've been learning in my endorsement program.
One very interesting thing that I learned from Communicate 3, Lesson 1 is that there is an important difference in praise an encouragement. I know that I personally am "guilty" of putting comments such as "Good work!" or "Awesome job!" on/in my students' assignments. But as described at this point in the YouTube link from lesson 1, these are examples of praise, which directs students' attention to themselves as people, and not to their effort and their assignment. With that in mind, I found it interesting/ironic that the many of the motivational images found in the same lesson (and others) are primarily praise. While praise is certainly important, I hope to exchange such phrases for more specific ones that align to the standards and learning objectives and direct students' attention to their effort and their product, not themselves.
Below, I've included a few artifacts that demonstrate a few digital feedback tools I employ in my blended science classroom. I utilize a variety of tools and methods of providing feedback, but the ones addressed here are Comment Mode and Suggestion Mode in Google Docs, embedded rubrics using the Goobric add-on for Google Docs, and video feedback.
EXAMPLE OF VIDEO FEEDBACK:
I highlighted this use of video feedback in a previous blog post on feedback. You may view the previous posts, which provides the details for this assignment here.
EXAMPLES OF COMMENTS, SUGGESTIONS, RUBRICS:
I use the comment feature in my LMS, Google Classroom, to provide specific feedback on student submissions. In these comments, I often include embedded links for remediation or enrichment.
My school district provides Google's GSuite for Education to all teachers and students. Since much of my student work utilizes Google Docs (or other Google apps), I often use the built in Comments and Suggestion mode features. In this video I made for my online endorsement instructor, I illustrate the use of these features. You can also get an idea of how I use Goobric as a rubric tool.
I'm currently in an online teaching endorsement program, and in one of our recent courses we have been learning about the importance of targeted feedback. (The artifacts shared here are some things I've recycled from submissions to my endorsement instructor). Candidates in the program have been taught that it is important that feedback must be aligned to the standards and learning objectives, timely, positive, and instructional. Lessons in the TOOL have been very closely aligned with what I've been learning in my endorsement program.
One very interesting thing that I learned from Communicate 3, Lesson 1 is that there is an important difference in praise an encouragement. I know that I personally am "guilty" of putting comments such as "Good work!" or "Awesome job!" on/in my students' assignments. But as described at this point in the YouTube link from lesson 1, these are examples of praise, which directs students' attention to themselves as people, and not to their effort and their assignment. With that in mind, I found it interesting/ironic that the many of the motivational images found in the same lesson (and others) are primarily praise. While praise is certainly important, I hope to exchange such phrases for more specific ones that align to the standards and learning objectives and direct students' attention to their effort and their product, not themselves.
Below, I've included a few artifacts that demonstrate a few digital feedback tools I employ in my blended science classroom. I utilize a variety of tools and methods of providing feedback, but the ones addressed here are Comment Mode and Suggestion Mode in Google Docs, embedded rubrics using the Goobric add-on for Google Docs, and video feedback.
EXAMPLE OF VIDEO FEEDBACK:
I highlighted this use of video feedback in a previous blog post on feedback. You may view the previous posts, which provides the details for this assignment here.
EXAMPLES OF COMMENTS, SUGGESTIONS, RUBRICS:
I use the comment feature in my LMS, Google Classroom, to provide specific feedback on student submissions. In these comments, I often include embedded links for remediation or enrichment.
My school district provides Google's GSuite for Education to all teachers and students. Since much of my student work utilizes Google Docs (or other Google apps), I often use the built in Comments and Suggestion mode features. In this video I made for my online endorsement instructor, I illustrate the use of these features. You can also get an idea of how I use Goobric as a rubric tool.
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