My goal in this whole thing is to use methods of peer feedback in my classroom that *actually* benefit my students. And in my experience there are a few ways that teachers use peer feedback in the classroom. As a reminder, I chose three common feedback loops to, well, get student feedback on. What’s working for them? That’s what I want to know.
Of interest: Hattie says that students need more opportunities to succeed than they do more instruction. Think about that. More doing. They need more time creating and trying. We need to get off the stage a bit and provide those opportunities. And this only serves to enhance to concept that feedback is needed. If we are generating more material, we will need to use peer feedback loops to keep up with this work flow and provide timely feedback. This links back to my *why* behind my research. More work requires more feedback. Okay, given that reality... let’s push forward into what I chose to do. I am using three Google Forms. Each form will ask for a level of satisfaction (numerical) and a paragraph explaining the thinking. I wanted this “mixed method” format because it will allow both qualitative and quantitative data. There should be a good amount of data to analyze— and I should get what I need. As a side note, I think my class likes hearing about what I am doing with my research and my own education. I don’t talk much about it, but I think they find it fascinating. And I think they appreciate that the way in which I am getting my data, which is allowing them to partner with me this work. They also know the research is done for them, that I genuinely want to be able to better serve them with intentionality when we do peer feedback loops.
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December 2020
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