Weekly Coaching Communication
Make it a great day -- every day!
30 November - 04 December 2015
On the Standards Front . . .
The most common form of feedback students see is a grade: x points scored on an assessment, an activity, a project, followed by a letter grade. Proponents of standards-based learning will ask, "What does that letter grade mean? What do those totaled points tell the student about his or her learning?"
Writing the totaled points and the letter grade at the top of the paper may be the quickest feedback teachers can provide, but it is not the most effective. Students need written and verbal feedback to know where they have strengths in their understanding and where they need to improve. This written and verbal feedback takes time; however, using the SE2R strategy streamlines the feedback and aligns with the standards-based learning philosophy of providing reassessments.
S = Summary -- Provide a one-sentence summary of what the student accomplished using the language of the learning target.
You wrote a single paragraph, in which you objectively summarized the main ideas of the non-fiction article you read.
E = Explain -- Write/Give orally a brief explanation of the student's strengths and areas for improvement.
Each sentence that you wrote refrains from offering your opinion and is objective, which was the focus of our recent practice; however, the verb you chose for the topic sentence, "tells" is not a strong verb. The other sentences in your paragraph use strong verbs: "explains," "reiterates," and "concludes." What is a stronger verb that fits with the other three in your supporting sentences that will make your paragraph stronger?
(1st) R = Redirect -- Write/Give orally direction(s) of where the student can review, find more information, practice more, etc. to better their work.
From the verb charts we've used in class and in past practice, choose a verb that will better complement the other three verbs in your paragraph.
(2nd) R = Resubmit/Reassess -- Write/Give orally the process the student should complete to revise the work, to resubmit practice, and or to reassess.
Once you have chosen a different verb, please revisit how it will complement the verbs in the supporting sentences. Make necessary changes to the verbs in the supporting sentences, as needed to fit the new verb in the topic sentence. Email me a notification that your work is completed. Please resubmit by the end of the day today or tomorrow.
The SE2R may seem like a lot of work at first, but when compared to the information that a number and letter grade provide, the narrative is much more valuable to the student, and the resubmissions and reassessments will be of a better quality.
The other benefit of using the SE2R strategy is the rapport that is built with students -- providing oral, narrative feedback to students allows teachers to give one-on-one attention to students. Some students may not seem to need this attention, others will crave this attention, but the fact that you are spending one-on-one time with a student sends a message that you care about each of your students, and that little time for feedback can mean a lot to a student.
The information for the SE2R strategy is courtesy of Mark Barnes' 03 January 2012 article, "SE2R NARRATIVE FEEDBACK REVOLUTIONIZES ASSESSMENT."
Quick Clicks
Website (Tools to Use or Peruse)
Educational + Assistive Technology for All Learners
Subscribe to this newsletter and have access to the latest news in how technology is being used in educational practices.
Your Authors:
Mark Giufre, Parker Ormerod, Steve Wolf, Cassidy Wodke
We are Educational Technology Specialists and Educators with a diversity of backgrounds. Our passion is combining Ed. Tech. and AT to create optimal environments for all learners.
Join us for #hybrEdtech Twitter Tribe Meetings Wednesday at 9:00ET 2nd/4th weeks of month! NEXT CHAT COMING THIS FALL 2015! A Storify will follow!
Suggested Reading
Ben Johnson provides three practices for grading and providing feedback that made a difference in his students' work and motivation.
DISCLAIMER: Johnson suggests that teachers use extra credit and or the zero in some of these techniques. As a proponent of standards-based learning, the offering of this article is not an endorsement of these practices, nor a recommendation. The techniques themselves are of interest -- modify to fit your practices.
Trending Tweet
Connie Hamilton Ed.S @conniehamilton 35 minutes ago
A6: Are your grading practices focused on the grade and "teaching responsibility" or learning? #TMchat
RETWEETS 7 LIKES 10
Quotation of the Week . . .
For some, "doing what you can with what you can" may sound limiting, but I find it inspiring. Any attempt to incorporate standards-based learning in your practice is progress toward our implementation goal. I am privileged and humbled to serve you and play a role in that progress.
Better things are coming because of you.
Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**
Monday, 30 November
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
Tuesday, 01 December
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
Wednesday, 02 December -- One-hour Late Start -- 9AM
- Data Team Meetings 7:30 AM -- High School Library
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
Thursday, 03 December -- Early Out -- 12:45 Dismissal
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
- High School Parent Teacher Conferences 1:30-6:00 PM
Friday, 04 December
- Serve Teachers & Students
- Classroom Observations
- Research & Resources
- IC Team Meeting @ Intermediate 12:00-3:00
Contact Information
Center Point - Urbana CSD
Email: epopenhagen@cpuschools.org
Phone: 319-849-1102+91015
Twitter: @Epopenhagen