The R.I.S.E process for Term One and Two was focused upon an element of feedback; teacher to student feedback, peer feedback, self feedback or reverse feedback. Using my goals from last R.I.S.E session;
To develop student understanding of the purpose of feedback. (modelled by teacher to teacher feedback)
Teacher modelling how to use effective feedback to enhance learning. (Implementing teacher to student verbal/written feedback)
Develop plenary questioning to help student verbalise their learning and ways they can improve.
As a guide to achieve my overarching goal of developing and implementing effective teacher to student feedback, through utilising theses goals it has assisted me in working towards developing my modelling of purposeful feedback. Upon reflecting on my pervious goals I believe, a continuation of theses goals would be beneficial in order to further consolidate the progress I have made thus far.
Within this R.I.S.E video, I decided to focus upon teacher to student feedback; and developing the students independent writing. With feedback I understand the value and need for students to receive feedback that is purposeful, relevant and timely to ensure there is time for the individual to use the feedback toward achieving the learning outcome. From my Tom Barrett session, the Grade Four team discussed the importance of providing regular feedback to the students. This ensure that students weren’t completely invested in a finished text, before receiving the feedback, limiting their mindset to not wanting to make the improvements to their writing. During this Terms writing program, we have included regular teacher conferences that focus on providing feedback upon each structural element within their writing, in turn fostering a mindset that celebrates revision, editing and feedback.
After a discussion with my RISE partner Trish, collaborative we have created a continued goal that remains aligned with the pervious terms goals. The main goal that I would like to continue to focus upon is developing teacher and student questioning to help student verbalise their learnings and ways they can improve. After reflection of my video of practice, I feel that this element is weaker compared to the other goals from the pervious term. To ensure I’m working upon developing effective questioning when providing feedback I endeavour to:
Implement opportunities to complete peer to peer feedback during Guided Reading rotations. During this session, students are to bring a piece of writing to their partner in which they use the feedback form/ checklist as a scaffold to discuss affirmations and areas for improvement with their partners - Student then are to write the feedback in their partners book using the two stars and a wish stamps in order for the students to implement during their writing time.
I look forward to continuing this goal, as over the past term, I believe I have seen significant growth in my confidence to implement feedback and the students acceptance of feedback to improve their learning.