Over the years, I’ve found that students are more likely to engage with feedback when they can see the ‘big picture.’
Yet, it can be difficult to paint this big picture if our planning isn’t holistic. In this post, I’m looking at the relationship between planning, the big picture and how students respond to feedback.
This is a re-blog post originally posted by Nicole Schmidt and published with kind permission.
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First, I often create and provide students with ‘anatomies’ of high level writing or analysis, a detailed example of what they will eventually do for their assessment. Here’s an example:
I include this as a slide in every lesson, often with an arrow pointing at the specific skill(s) we’re working on that day. I also display this when they have to complete an extended writing task, whether that’s a ‘practice’ assessment or the final assessment itself.
Then, when I mark student work, I use the same terms in their feedback so that they’re very clear on what they’ve mastered and what needs a bit more practice.
This ‘big picture’ also keeps my thinking organised; I have a colourful and clear visual that keeps my planning on track.
Secondly, I now use what I call ‘The Cycle’ as a way of reminding myself to continually assess and feedback to students, while also giving them time to respond to that feedback meaningfully. Here’s what it looks like:
My students, by and large, respond to my feedback meaningfully because nearly every lesson either relates to the big picture and/or is a response to their needs. Admittedly, this requires continual assessment, a difficult ask, I know. However, there are techniques and methods that allow teachers to do this quickly and effectively.