It was very exciting today because all of my ALL writing group completed their picture books and bound them together. They were so excited to have completed their masterpieces and were the envy of everyone else in the class who were looking on at what they had created.
Now that all the books are done, we will hold a book launch, and share our books with the whole class.
Today I asked the ALL group if they would like to give some feedback about their learning whilst creating their books. Below is their feedback.
While it is great to hear students share examples from their work; that they all enjoyed making their books; are all eager to share it with others; and that they thought they had all improved in their writing; I felt they struggled to give specific examples of what they were focusing on during writing and how they knew their writing had improved.
Whilst I had given the students examples of questions to think about prior to videoing them, some struggled with their feedback and needed to have their videos re-done; which are now above.
Questions I now have around quality student feedback are:
- Why can students tell their peers or me what their next steps are but can't articulate it clearly on camera? Do students find it difficult to give feedback because they are nervous in front of the camera? Or is it the fact that they don't know how to give quality feedback?
- Do I need to show them examples of quality student feedback?
- Will student feedback improve with time and practice?
- Do I guide the students too much/not enough with their feedback?
- Are my guiding questions clear/specific enough, or are they not clear/specific enough?
My next question as part of my inquiry is 'How do I improve the quality of the responses my students give without giving them the ideas or answers?'
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