Missile Message

March 8 - 14, 2015

“In the best classrooms, grades are only one of many types of feedback provided to students.” ― Douglas B. Reeves

Feedback. Just the word itself is somewhat intimidating. At least it is to me. I want the feedback so I can grow, but it makes me nervous to think about receiving it. I wonder if any of you are that way? I wonder that even more about our students. How do students respond to feedback? Do they know how to respond to feedback? Are we teaching students to intentionally respond to that feedback?

Feedback is a crucial part of our workshop model classrooms. Workshop starts with the development of an effective learning target with success criteria. This sets the framework with which students can self-evaluate, frame questions to grow understanding and, most importantly, have targeted feedback from the teacher regarding the learning for the day. Once you move beyond the opening of the lesson in the workshop model, the composing time becomes the biggest opportunity for feedback from teacher to student. During composing students should be doing "the heavy lifting", the critical thinking, the inquiry. Teachers should be the person listening and providing feedback on the learning as they work. This is part of the conferring in a workshop. A final opportunity for feedback comes at the end of the lesson in a reflection or formative assessment. That reflection and/or exit slip is just one piece of feedback to you on your instruction for the day and provides guidance and adjustments in the next learning step.

So, my question to you. How are you using feedback with students? Are you primarily providing it in the form of grades? How can you change that? Are you using it with conferring? If so, are you willing to share how you track those conversations so that you are aware of students progress and/or misconceptions. Are you using that feedback as feedback on your instruction as well as student learning? It is a great tool for both.

This week as I visit classrooms I will be looking for use feedback during the workshop. Look for my feedback to you. :-)

Formative Assessment

This week in the email from Teaching Channel there were several links with information on formative assessment strategies. Take a few minutes to check out some of the ideas. This will support your learning for TPGES if you identified assessment as one of your areas for professional growth. I look forward to you sharing your experience if you try one.

I encourage you to create an account and receive the weekly emails. They are full of great information to support your professional growth.


  • ABRI Meeting - after school Thursday, March 12.
  • PBIS Meeting- afterschool, Thursday, March 12
  • Girls and Boys Soccer - 1st games this week on Thursday.
  • Spring Pictures for students - March 13. We will start during 1st period and plan on finishing before 3rd. Informational forms will be sent home on Monday.
  • Academic Celebration - At this point we are planning recognize KPREP and other academic celebrations on Friday, March 13.
  • Wellness Night for 6, 7, and 8 grades - Tuesday, March 17, 5:30 - 7. Please stay for a bit if you can. Encourage attendance. Teams with more than 20 students and families will win a sweat pant or hat day. (They decide. 8th grade- Ms. Wilt was working on the reward idea.)

Parent Teacher Conferences for 6/7 grades - March 31, 4:15 - 7:15

Where is Mrs. Martin March 9 - 13?

Monday - East

Tuesday - East; Faculty 4 - 5; SBDM Meeting 5:15

Wednesday - Attending KLA in Frankfort

Thursday - East; ABRI meeting 3:45

Friday - East; Project Proficiency meeting @ 9:30

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