My school's staff had an inservice this last week. We spent the morning talking about formative assessment and specifically how important quality teacher feedback is to moving students forward. What are we saying to our students, and are we saying it in a way that acknowledges and builds upon what they've done well while at the same time nudges them forward?
Here's where the butterflies fluttered in my stomach. Due to where the conversation was going, I so wanted to raise my hand and pose a burning question. Alas I refrained. I was afraid of upsetting the apple cart, although I hope I could have pulled off my question diplomatically. I even scribbled down my thoughts so I could possibly even sound smart just in case I got up the nerve. Here's what I would have said.
"How are we asking kids to spend the majority of their time? The feedback I can give in a one-on-one situation or during an authentic reading or writing activity is much different than the kind of feedback I can give on a worksheet. If I have lots of questions about the quality of my feedback, the answer might partially be found in how my kids are spending their time."
I stress the word "majority." Even I will every so often give my kids 8 math problems to practice independently. I'll break out the stickers and write comments like "Wow!" but we do not camp there. That's about as much of a worksheet as my kids will ever see. The rest of the feedback they receive has a much different flavor to it.
It's difficult to magically turn worksheet comments, scores, or stickers into quality feedback. There's only so much that the teacher with a boatload of papers to correct can say or has time to say on work like that. Kids who spend the majority of time practicing skills via worksheets are missing out not only on quality practice but quality feedback. And if they're missing out on feedback, they're missing out on accelerated forward movement in their learning. Sometimes the trick to turning the numerous "Wows" into something more meaningful is as simple as providing our students with a different way of practicing proficiency. Quality time forges the way for more quality feedback.
Excellent post! You said it well by tying thoughtful feedback to authentic activities. One leads to the other.
ReplyDeleteLori
Conversations in Literacy
Lori, I hadn't ever made that connection until this week. It's just another reason to be careful about what we ask our students to do with their time.
DeleteTammy what a wonderful blog post!!! Worksheets drive me....CRAZY!!! They keep kids busy and quiet and does not = learning! My own kids bring home tons of worksheets and they go right in the bucket!! Now, if that worksheet was a writing workshop book it would not go in the trash...absolutely not...we would read it/cherish it!!! Melissa
ReplyDeleteMelissa, I feel for parents who are inundated with worksheets coming home. I do know they love authentic work though like you said.
DeleteWe are so much alike-I wish I could work with you! :) This is one of my pet peeves. Our admins are always wanting feedback written in journals, etc. My students for the most part, can't even read what those words say. If I write "remember punctuation next time"-they can read 2 words of that sentence. I find the one-on-one conferencing a much better use of my time. I use a rubric to grade their writing that ranges from 1-4-they totally understand what it means to get a 4-no stickers necessary! :)
ReplyDeleteMiss Trayers, come on over to Idaho! Yes, conferring is where it's at!
DeleteI love your blog Tammy, and would love to see your classroom in person, but I have to admit, I don't always read your "Saturday Sayings" because it's the weekend and you know how it goes on Sat. But this time I did and it was really insightful. I just ordered a new book from half.com called "Worksheets don't grow Dendrites". I'm working on becoming more experiential, and I wish I worked with you to learn more from you!
ReplyDeleteAnn
The Caffeinated Classroom
Ann, don't worry about reading all my Saturday posts. I have a way of getting bossy on my soapbox anyway. :) I hope the book opens some new doors for you. If not, take a trip to Idaho. :)
DeleteGood thoughts, Tammy. I wish I had more time for that one-on-one feedback! I do pretty well with five day weeks spending Friday morning conferencing. We've had a few four day weeks lately that mess with my schedule! Should be back on track this week though. ;-)
ReplyDeleteCrystal
Teaching Little Miracles
Crystal time can get in the way sometimes. Class size doesn't help either.
DeleteI'm so glad you can share your thoughts with us on your blog! I think if a kid can do a worksheet independently they probably already know the material well enough to not waste their time on a worksheet! I love talking to my students about where they are as students and setting goals with them. When we work together to set the goals, they take ownership and are more likely to reach the goal.
ReplyDeleteJenny
Jenny, I'm so glad you like that I share my thoughts. Thanks for sharing yours here too!
DeleteAgh! This is definitely an area I need to work on. Not the worksheets but the meaningful praise. I find myself saying "Wow, great job!" A lot instead of being more specific and helpful. Also I love stickers:) cause they're so pretty. But I give them to everyone all the time so I think that's probably okay!
ReplyDeleteAnother great post you bossy thing! Haha! You know I'm kidding. I was just referring to your reply to Ann:)
Barb, I love stickers too. I used to collect them in albums as a kid. Anyway, thanks for enjoying my bossy posts! :)
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