爀屲My name is. - ערוץ המו"פ · Dialect – review appropriate grammar with student...
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Donna Feldman, Ph.D. Cleveland Heights High School/Cuyahoga Community College
Transcript of 爀屲My name is. - ערוץ המו"פ · Dialect – review appropriate grammar with student...
Donna Feldman, Ph.D.Cleveland Heights High School/Cuyahoga
Community College
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This past year, like so many others, by the end of the first month of school, I could tell which teacher my students had the previous year by their writing. All the teachers had students write. But how they graded varied. My name is. . . .
Information provided by another (more capable) person about performance or understanding (Hattie & Timperley, 2007)
“Feedback is among the most critical influences on student learning” (Hattie & Timperley, 2007)
“One way to support students’ learning is by using feedback” (Bruno & Santos, 2011)
“. . . . feedback’s perceived usefulness had a positive effect on changes in achievement and interest” (Harks, Rakoczy, Hattie, Besser, Klieme, & Eckhard, 2014)
“Students’ attitudes toward writing . . . .are significantly affected by teachers'’ written comments” (Gee, 1972)
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We give feedback through writing.
A, B, C, D, or E 85% “The student includes information from
several sources. 1 2 3 4 5” “The spelling, punctuation, and grammar on
the writing assignment are accurate. 1 2 3 4 5”
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Options for grading produce a new set of questions.
5 4 3 2 1
Ideas Ideas are expressed in a clear and organized fashion. It is easy to figure out what the letter is about.
Ideas are expressed in a pretty clear manner, but the organization could be improved.
Ideas are somewhat organized, but were not very clear. It takes more than one reading to figure out what the letter is about.
The letter seems to be a collection of unrelated sentences. It is very difficult to figure out what the letter is about.
The letter does not express any ideas.
Scoring Definition Advantages DisadvantagesPoints Numeric values
placed at top or bottom of paper, sometimes by section
Fast to grade;quick turnaround
Does not explain what specifically student missed
Rubric Table with brief requirementsexplaining the grade
Somewhat quick to use; provides generic comments
Does not discuss specific deficits
DescriptiveFeedback
Scoring Definition Advantages DisadvantagesPoints Numeric values
placed at top or bottom of paper, sometimes by section
Fast to grade;quick turnaround
Does not explain what specifically student missed
Rubric Table with brief requirementsexplaining the grade
Somewhat quick to use; provides generic comments
Does not discuss specific strengths or deficits
DescriptiveFeedback
Presenter
Presentation Notes
Scoring Definition Advantages DisadvantagesPoints Numeric values
placed at top or bottom of paper, sometimes by section
Fast to grade;quick turnaround
Does not explain what specifically student missed
Rubric Table with brief requirementsexplaining the grade
Somewhat quick to use; provides generic comments
Does not discuss specific strengths or deficits
DescriptiveFeedback
Specific comments
Unique to each student’s work
Labor-intensive
– specific information given to students that tells them what is working and what is not (Davies, 2000) and what changes need to be made (Phelps, 2010)◦ Given in comments Written Verbal◦ Can cover content and writing conventions
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Feedback is whatever you feel is needed for the student to grow as a writer. I tell my students that no matter where their writing is when they come to my class, I will work with them to take it to the next level.
Easy for students to understand (Davies, 2000)
Is specific (Davies) Relates directly to the task (Davies) More effective in improving writing quality
than points for future writing (Serna, Schumaker, & Sheldon, 1992)
“Purpose for the analysis?” “Doesn’t explicitly state your opinion.” “Engaging beginning. . . .clear, implicit thesis
statement.” “Engaging but not per the assignment.” “Beginning doesn’t introduce subject – you
start with it [subject]; no thesis statement that fits the prompt/genre.”
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Options: points or rubric would not been as specific
“Analysis is more than posting the numbers –it’s a discussion with references given.”
“Repeated from a previous paragraph.” “Off topic.” “This is a nice history of your mother but not
what your thesis statement provided.” “How did you calculate these numbers?”
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Analysis of an article contained statistics. Last example is from the budget section of a proposal
“Big build-up to lesson learned. . . .sense of closure.”
“Recap how he [the author] uses rhetorical devises.”
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Addressing lesson learned in conclusion was part of structure of genre Recap. . . Something missing from conclusion to put the sense of closure in context
“Jargon distracts from understanding.” “Strong writing but too much history and no
development; only a few anecdotes.” “Unclear which article you were challenging.” “Fidelity to the outline presented in book.” “Change in verb tense.” “Add sources.” “Sources???” “Too many commas.” “Transition needed.”
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Verb tense, commas, and other grammar – I would do a mini-lesson if I noticed trends
Essay from College Composition Permission given through media release
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One way to think about descriptive feedback is to imagine the student sitting next to you. What would you tell her about the paper?
Students use guided reading questions to formulate comments
See handout
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You don’t have to be the only person in the room to give descriptive feedback
“The thesis includes positive and negative points of his [the subject of the review] legendary moments and also the bad actions he did.”
“What formatting are you using? Be clear.” “The conclusion is more of a summary.”
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Formatting – in the book, students are often given two outlines to use per genre
Model how to give descriptive feedback Dialect – review appropriate grammar with
student through descriptive feedback (written or conference)◦ Formal instruction Respect students’ language Linguistic skills of a student are associated with loved
ones (Delprit, 1992) Practice, if needed
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Students wrote hisself instead of himself. Correction only took writing both words on the board next to each other and discussing when each word should be used (vernacular around friends). Called code switching.
The same comment will no impact all students the same way (Bruno & Santos, 2011)
Some mistakes may need to be ignored to maintain student motivation (Bruno & Santos)
Teacher spend countless hours writing comments (Gee, 1972)
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Just like we tell our students, write to the audience.
Structured peer review (outline and draft)◦ Guided questions to use for formulating comments◦ Captures obvious errors
Conferencing with students◦ Written feedback◦ Feedback from discussion
Combination of rubric (general comments) with descriptive feedback ◦ Instructor’s comments on paper and on rubric
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Structured peer review helped students internalize writing form and content. Use office hours to conference with students; office hours are mandatory.
Questions? For a copy of the presentation, contact me [email protected]
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Presentation Notes
Hope presentation have given you some food for thought in terms of growing your students’ wriing with descriptive feedback.
