I committed to learning more about feedback loops and peer feedback is simply that moment where you have worked ALL weekend for two consecutive weekends and you pass papers back to students. As students chit-chat, they glance at their paper, pause for 25 seconds? or so and then go back to chatting as they put their essay in their backpack.
Meanwhile I look on, realizing that each essay took 10-15 minutes to score and comment on. And I gave up two weekends. And I gave up time with my kids. And I am feeling burned out. And my students didn’t really use the feedback in any meaningful way. It was about the grade. And when students or parents email, it’s about the grade. It’s. About. The. Grade. And I realize that I want that to change. That I want it to be about learning. And that learning is a partnership. And that partnerships by definition require buy in from both sides, in this case the teacher and the student. And as I watch English teachers age at a disproportionate rate, and as I see kids needing to learning and connect in meaningful ways, I decided I needed to explore feedback and how that all works. My next steps are obviously to bring this info to my dept and to my AP teacher brothers and sisters. They/we need it yesterday. Then I think I want to write about it. I want students to know that feedback can look different and that peer feedback *when done correctly* can be incredibly beneficial. And teachers need to be open minded to change. And maybe that time is now, because change has been on the menu lately. If you know me, you have heard much of this before. I just want to save teachers and students from the game of grades that distract from learning and lead to loss of interest, creativity, and energy.
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April 2021
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