Why do kids spend hours on a video game, even when they can’t make it past the first or second level? This was a question posed by my RISE partner during our dialogue. It really resonated with me throughout our discussion. WHY?? Is it because they have the determination to see what is on the next level OR is it the instant feedback to try again after each failed attempt?
This notion of instant feedback is something I think we all desire, when completing a task. We question ourselves, is this right? Is this what they want me to do? Our students are most likely asking the exact same questions when they are providing feedback to themselves and one another.
Over the course of the year I have been slowly implementing feedback into my writing sessions. Trying to improve the students and my own ability to give purposeful and specific feedback to improve their writing. At this point in time I believe my students are providing only surface level feedback to one another, looking at spelling, punctuation, and cohesion.
Therefore my goal is for students to delve deeper into the nitty gritty of how they can improve their writing with providing specific feedback based on utilising exemplar texts and success criteria to questions - what they can do next!
In order for students to delve deeper into asking the RIGHT questions, we first need to co-construct the questions. Trish said best practice would be to establish this as a class to ensure students all have the ownership of the feedback sessions. I endeavour to complete this at the beginning of term 4. Additionally I would like students to use the developed questions to give feedback on their own pre and post explanation text assessment. Allowing them to feel the success and growth they achieved throughout the term.
I look forward to working on this goal, I believe I have seen significant growth in my confidence to implement feedback and the students acceptance of feedback to improve their learning, I hope developing questioning will allow students to delve deeper into improving their work.