GETTING & USING STUDENT FEEDBACK

Welcome to the Teacher Leadership Series Blog!

This blog represents a new forum for teachers in DC who are interested in accelerating innovation in their classrooms.

The blog captures highlights from the latest Teacher Leadership panel and allows participants to add their ideas and ask each other questions.

We encourage you to read and post!

On April 9, 2008 over forty teachers and administrators came together at E.L. Haynes Public Charter School to discuss how teachers can use student feedback to drive strong instruction.

The highlights are grouped in categories below. We encourage you to read the highlights and then add ideas of your own. How do you use student feedback in productive ways?

Continuously Collecting Data

“I create a checklist of things I’m looking for during the week. I check to see if they get it, and then circle their name if they are not getting it. Then I can pull strategy groups really quickly, based on that.”

“I use non-verbal check ins. Students give me a signal, like thumbs up or down, to let me know whether they understand what we are doing.”

“I use the morning message board to focus on one thing I want to check on that day. I ask a question on morning message—have them explain verbally. Based on what the students say, I use that information that day.”

“I used a remote feedback system that allows students to respond to questions. Every student has a remote control that connects to your computer. When students answer questions, the program automatically graphs their answers in an anonymous way, giving you instant feedback about whether they understand what you taught.”

“We use exit cards. At the end of a lesson, students answer a question that focuses on the standard taught. I can then look over the cards and sort them based on what students understood and didn’t understand.”

Making Changes to Instruction on the Spot

“We do turn and talks in my classroom. While students are talking about the concept or story we read, I listen in and get a sense for what they are getting and not getting. Then I can make adjustments or fix problems that I notice.”

“I use spotlighting. During independent work, I will look at what students are doing. I will stop the class in the middle when I see something that some kids are doing well. I can then spotlight that so that everyone else can do it too.”

Longer Term Efforts to Use Student Feedback

“At Two Rivers Charter School, Wednesdays are half days. We use what we call a formal data analysis process. At beginning of year looked at DCCAS results. Based on the results, we took on comprehension and problem solving because they were low scores. We then bring student work related that topic to the table on Wednesdays. We look at data together. Teammates look at your student work, without you telling them what you had taught. You listen while they reflect. It’s actually a very formal process.”

“At E.L. Haynes we use Interim Assessments. We give them every 6-10 weeks. My partner and I collect all the data, from the assessments and from anecdotal notes. I look at the whole class data, and then figure out the small group data that needs addressing. We do this with our ELL and Inclusion specialists. Together we come up with strategies.”

The Importance of Classroom Culture

“It’s important that the classroom culture creates the expectation of normalcy of error. We’re all going to get things wrong. Part of our culture is that we all get things wrong and we all get things right. I ask them things that I know they will get right. I also ask them things that I know they will get wrong. I’m always asking questions. You are not a student if you don’t get things wrong. That’s how you learn – from your mistakes.”