Reimagining Feedback

Feedback and Learning: How Am I Doing?

Disillusioned It’s a bittersweet sting. After brainstorming and modeling, students begin drafting their thoughts. We’re minutes in and the question...
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Feedback and Learning: How Am I Doing?

The Day the Students Designed Their Test

As an advocate for personalized learning, my perspective is simple: I’m constantly looking for ways to foster learner agency and...
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The Day the Students Designed Their Test

Refocus on Learning, Not Earning

By Jamie Dicks and Julianna Traxler It was two weeks before the school year began, and we were making about...
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Refocus on Learning, Not Earning

How Writing Conferences in the World Language Classroom Saved My Red Pens and My Sanity

Conferencing yielded the best papers I have read in years. When I sat down to "grade" the final papers a...
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How Writing Conferences in the World Language Classroom Saved My Red Pens and My Sanity

What Does It Mean to Reimagine Feedback?

Feedback is incredibly important in a personalized learning environment.

Students grow their capacities by engaging in individual ideas, drafts, or experiences. By asking questions about the feedback they receive, students can focus the conversation on what would be most helpful to them.

The examples featured in this category reveal:

  • Key qualities of effective feedback
  • How students can use feedback to become more sophisticated and skillful
  • How students can use feedback to learn more about themselves
  • How students can become more mindful of how to frame concerns or questions in a “thought-full” way and become better feedback givers themselves.

Feedback and Learning: How Am I Doing?

Disillusioned It’s a bittersweet sting. After brainstorming and modeling, students begin drafting their thoughts. We’re minutes in and the question enters: "Can you take a look at this and let me know how I’m doing?" Don’t get me wrong, I love hearing students ask questions, but there is just something about this question that tempts me to set the paper down. Through my disillusionment, I realized that students need support seeking goal-referenced feedback; feedback thrives...

The Day the Students Designed Their Test

As an advocate for personalized learning, my perspective is simple: I’m constantly looking for ways to foster learner agency and put students at the center of the learning. To that end, this is the story of a recent experiment with offering learners the opportunity to collaborate on the design of their summative assessment over our recent five-day mini-unit exploring Joseph Campbell’s "The Hero’s Journey." During those sessions, we held whole-group discussions over the phases and...

Refocus on Learning, Not Earning

By Jamie Dicks and Julianna Traxler It was two weeks before the school year began, and we were making about 1,248 decisions about how the school year would go and what preparations we would need to make for the upcoming year. We were fortunate enough to be in a room with personalized learning cohort members from our district, sharing and planning how we would work towards personalizing our classrooms. The topic of reward dollars came...

How Writing Conferences in the World Language Classroom Saved My Red Pens and My Sanity

Conferencing yielded the best papers I have read in years. When I sat down to "grade" the final papers a few weeks ago, I didn’t need several red pens, as I found there were few errors. I didn’t give hours of my weekend away, as the papers read smoothly. I no longer questioned what my students were trying to say as I read, I knew what they wanted to say and I could hear their...

Student Portfolio Models

This is my 5th year using student portfolios in the classroom. Student portfolios can have many different purposes and structures based on what the end goal of the portfolio is. I have to be honest that my use of the portfolio has evolved over time as I have used them more in the classroom. Before deploying them into the classroom, educators need to be clear on their why for implementation. A primary goal for me...

Self-Discovery: Students Discover Growth Over Time

by Art Costa, Bena Kallick, and Allison Zmuda If students leave our schools knowing more about their ability to learn and who they are becoming as continuous learners, they will be prepared for now and for the future. There is nothing more fundamental to becoming a self-directed learner than developing the capacity to learn both from internal and external assessment feedback. Typically, most schools perceive the purposes of evaluating student performance as a means of...

How to Use Portfolios To Personalize Learning

When we suggest that a critical element of personalized learning is a cumulative demonstration of learning, we mean that in order for students to discover what they are capable of in the moment as well as how they grow over time, they need to collect evidence of their work products as well as evidence of their growth in the process of doing the work. Portfolios grow in concert with the curriculum design and culture of...

Rubric Repair: 5 Changes that Get Results

By Jennifer Gonzalez. This post was first published on The Cult of Pedagogy, you can listen to the podcast episode with Mark Wise here. In my 20-year career as an administrator, I’ve had the opportunity to be a fly on the wall in hundreds of classrooms across grade levels and content areas. While much has changed in education over those years, one element has remained constant: the well-intentioned use of rubrics with varying levels of success....

Fostering Student Ownership by Changing the Delivery of Feedback

Since September, I have been hiding a shameful secret from the other teachers in my department: I have not read a student’s essay all year. Ok - so that might be a slight exaggeration. I have read parts of students’ essays, but I have not lugged home shopping bags full of papers, emptied multiple pens writing in the margins, or opened Google Classroom in my living room. I have not spent prep periods providing written...

Is School a Competition?

This post is by Dr. Matt Doyle, Executive Director of iCERP, and Jennifer Peirson, iCERP Action Council Lead. It was first published on Education Week and is reprinted with permission. We are always struck by the elevated levels of hope and enthusiasm that students show as they step into their classrooms and courses at the beginning of a new school year. Each student brings their own set of aspirations about how the school year will go...