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Greg McVerry

My Goal for Next Semester is to improve the quality and frequency of my feedback. Here is a concept map of my research.

My Goal for Next Semester is to improve the quality and frequency of my feedback. Here is a concept map of my research.

As instructors we have our greatest impact on learning through feedback (Ching et al., 2015). As teachers our feedback provides students with a “knowledge of results” (Flemin and Levine, 1978). When you communicate to students on how they have demonstrated growth following an assessment or task you allow them to self-reflect on progress, address lingering misconceptions, and set new learning goals (Black & William, 2016; Price, 1997).

We know feedback drives learning (Azevedo & Bernard, 1995; Hattie, 2011; Shute, 2007). In it’s most basic form feedback should, “(a) verify whether the student’s answer is right or wrong and (b) provide information to the learner about the correct response” (Shute, 2007, p.8). Yet we also know proving students with positive an actionable feedback beyond their answer extends learning by requiring metacognition, or making the student think about how they think (Swan, 1983). This type of goal directed feedback improves motivation to learn (Dempsey et al., 1993) and encourages a Growth Mindset (Dweck ,1986).

In our online classes you need to not only ensure your feedback is effective, but you need to also help students to use the feedback. Luckily there are new technological tools that increase the efficacy and efficiency of a well designed feedback loop (Gee, 2017).

Effective feedback

Feedback improves learning (Dweck, 2007; Hattie, 2011) and in our online classes the growth statements we give to students effect both motivation and community (Northrup, 2011).If students feel you do not read your posts or that their work is not valued they will not utilize the information for personal growth. As teachers we need to ensure we provide timely and actionable, feedback.

Timely

Frequent and immediate feedback has the greatest effect on learning (Fink 2013). When examining the effect sizes of automated quizzes those that provide students feedback immediately have shown to improve learning when compared to delayed feedback (Northrup, 2011). The same is true of your written feedback. The sooner students get feedback the sooner they can make connections to content and develop personal learning goals. In fact getting frequent feedback early in the first two weeks helps to ensure students excel in your class (Conrad & Donalson, 2012; Rovai, 2002)

Targeted

Feedback also needs to be targeted, which means it is focused on improvement driven from your stated learning objectives. Students then use the information in a process centered (Coffied et al., 2014) way to learn through reflection. By having students use growth statements as they think about revisions, goals and progress they make knowledge gains toward your stated learning objectives.

Actionable

Finally students need to use feedback. Therefore as an instructor you must make your growth statements actionable. This means focusing language on goals and not the students (Shute, 2007). The student did not “miss a question” they did not demonstrate mastery of the concept. Explain to the students what they need to do in order to succeed next time. Emphasize the goal for the next time they need to apply the concept or allow revision (Duncan, 2007).

Positive Language

The positive language of your growth statements matter (Dweck, 2007). Research has consistently found non-punitive and positive messages lead to learning gains. In fact without you providing praise to how students are progressing and not including steps they can take to meet goal or take their learning to the next level students may not know they are growing (Coffield, et a., 2014)

Greg McVerry

@brownellcassie Just changed the prompt for the final week of my class thanks Jim!! #lra19 (text of screenshot available on the full post for people using screen readers)

@brownellcassie Just changed the prompt for the final week of my class thanks Jim!! #lra19 (text of screenshot available on the full post for people using screen readers)

Read

Gunning Chapter 13

Write

What are the goals and objectives for your language arts classroom. Post yours and then comment on the goals of your peers.

Need somewhere to start try:

  • What do you imagine your teaching practices to be?
  • How will your teaching practices change the world?
  • How can we make this journey together?

 (Hoffman 2019)

Participate

Let's work on those portfolios. Get your lesson plans done and add your assessments....really begin with how you want to measure growth. In the space or the reader?? Why do we will always say The student will be able to...Maybe it should be the space of learning will encourage....

Objectives and Assessment

As I said all semester. Maybe our learning spaces and not our students should be the variable of interest. That being said you will need to submit to EdTPA, it is a lesson plan genre designed to meet institutional, not learner,  needs.So this activity helps to scaffold that understanding.

Rubrics

So use my feedback and keep a tight association between your measures of growth and your stated objectives. Make your you derive those objectives from grade level expectations.I also, and you know ,I refuse to rubricize everything, ask you to submit a rubric for each lesson plan. This is to make sure I can tell you know assessment techniques and how to design criterion and/or scales.

Differentiation

Another common pattern I am noticing as I work on video feedback is differentiation. You are well skilled at modifying instruction based on student differences. In this class I want you to focus on just CONTENT differentiation. Not because you would do this in the real world...you wouldn't but I need to ensure your own knowledge growth around expectations of teaching literature.

 

Greg McVerry

Why does the knowledge graph of two of the most famous Black poets get it's information from a website about the Wright Brothers?

Why does the knowledge graph of two of the most famous Black poets get it's information from a website about the Wright Brothers?

Studying Dunbar and Angelou in . I did not make connection for students. I wanted to see who drew it out, but maybe it is history that had severed the ties

lineages lost

a historical

and not slightly rhetorical

white washing

a bird takes flight

long before a plane

yet with a wing of 

crooked truth, past 

overlooked

Greg McVerry

My Fork of SyNeA into a SAINT

My Fork of SyNeA into a SAINT

Wanted to get into the functions of innovation systems in terms of learning. Don't like the economic model behind "knowledge brokering" but theory captures a ton of social learning  

For folks with screen readers I describe the infographic here: https://quickthoughts.jgregorymcverry.com/2019/03/03/innovation-systems-and-system-network-agent-the...https://quickthoughts.jgregorymcverry.com/2019/03/03/innovation-systems-and-system-network-agent-the...

What I added is a symbol for knowledge brokering and how knowledge is created and stored in both the actor and the agent.

Tomorrow I will lush out the idea of agentive apprenticeships.

Greg McVerry

No Need for Complicated #OpenPedagogy Metadata to Track Student Growth, Go #IndieWeb

No Need for Complicated #OpenPedagogy Metadata to Track Student Growth, Go #IndieWeb

I use WordPress.com with my students to introduce them to the web and but this year I added an amazing feature that makes tracing knowledge growth and keep track of progress super easy.

I do not need some expensive data analytics platform or have to use tools in some LMS every student hates.

Instead, I use HTML.  You may have heard of it before.

Specifically, I added webmentions this year. All of my students had to connect their WordPress.com with https://brid.gy. I then taught them to look at HTML and add in this class "u-in-reply-to."

Those four words and hyphens create a network across all my students. I do not have to figure out webhooks or APIs or worry about single sign on across so many overpriced platforms. We just use HTML.

So now instead of posting native comments on each other's blogs students send reply posts to each other. When they complete a reading they send a reply to the module page.

In the image above you see a record of a student who has completed a reading assignment. They did not need to upload it or share it on a discussion board. Instead, they simply publish a post and semantic HTML, specifically, microformats does the work.

I post the links below for my audience using screen readers or anyone interested in seeing how webmentions could track learning.

https://literacybydej.wordpress.com/2019/01/29/thinking-globally-in-literacy-instruction-and-critica...
on http://edu407.jgregorymcverry.com/moduleone.html

https://literacybydej.wordpress.com/2019/01/29/lessons-from-sociocultural-writing-research-synthesis...
on http://edu407.jgregorymcverry.com/moduleone.html

CLMOOC

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