Over the past two terms I have focused my RISE on how effective I was in providing feedback to the students in my reading intervention groups.
Last term Peta noticed in my video that the Year 3 students were disengaged during the lesson introduction when the learning intentions and success criteria were being introduced. Peta suggested that possibly the students were turned off by the larger words. Consequently, if the students were not engaged with the learning intentions, this then casts a serious doubt over whether they understood the purpose of the lesson.
To overcome this problem I’ve started presenting the learning intentions differently. At the beginning of each lesson we discuss what we hope to achieve and together list what this looks like by giving examples of very specific reading techniques. I will also often begin a lesson by conducting a shared reading exercise where I model what the success criteria looks like in action. Additionally I am constantly highlighting and rewarding students through positive and constructive feedback when they demonstrate the success criteria.
This has made a positive difference to how the students apply the reading strategies in both Year 3 and Kindergarten. It is easier to draw attention to the use of reading strategies in Kindergarten as the texts are simpler, the strategies are more basic and the younger children respond more enthusiastically to positive feedback.
In Year 3 and Year 4 the strategies are based more around comprehension and understanding texts inferentially. I’ve found the best way to provide feedback in these circumstances is through encouraging students to explain their reasoning for a particular response. Not only is this allowing me to assess their progress but also provides an opportunity for students to ‘feel clever’ when they find and analyse the clues in the text to get to the correct answer. By celebrating these little accomplishments, the students feel a sense of success which in turn encourages further engagement. I just need to be careful that I continue to provide meaningful feedback on effort, not just results, as I want to encourage risk-taking so that they can continue to develop a growth mindset.