Frequent Feedback #4

My last post (for now) on feedback!

Feedback FROM the students

I want the students to give me feedback so I know what works, what they like and what they don't like.  So here are two ways that I can do that.

• Using an idea from @lamaestraloca for her classroom management system   
  
  That sign was so that we could identify certain characteristics that we want in our intermediate-level students. Making Connections is one that we have also. We reward away when they ask questions make comment and connections.  But regarding feedback FROM the students, it's just something that I make myself build in my lessons.  After I introduce or use something such as an #authres or an activity, I pause, point to the sign and ask students if they'd like to comment, question or opinion about it.  Now...it's in L2 and it's in front of the class, so I know I don't get full disclosure, but it sets the tone that I want their feedback and I encourage L2.  So maybe a student says I don't like the song.  I can ask if it's too slow or too fast or the wrong style and then I can ask if other students agree.  I reward points for those that speak up (ultimately giving them a celebration of some sort at the end of the unit if they make the goal) and get some insight into their opinion.
• I've blogged about my unit reflections before.  It's just another opportunity to get insight from them for my personal planning.  

I like my unit reflection.  It’s feedback for me about the students overall take-aways and their opinion of the unit.  It’s also a way for me to keep identifying the cultural Ps.  Sometimes my students tell me this is stressful, though they say it lightheartedly.  I don’t know why…it’s in English and there’s no grade!

Frequent Feedback #3

Self-Reflection
Students need to take time to do some self-reflection, goal setting and self-analysis.  Probably one of my number one additions this past year came after #ACTFL17 where I heard multiple speakers say that they have their students record themselves and then scribe it.  It didn't wow me at first and I really thought the students would despise it...but I was wrong.  Well, some students despise it, but many tell me they glean insight from it. So Alyssa Villareal @Villarreal6585 was so very kind to lead me to the Shelby County Schools' website (being updated here) that has sooo much that they share and I was able to get their transcription document.   I actually plan to make an interpersonal and a presentational form but one thing at a time!  I use flipgrid for this.  
1. Students record themselves (I'm working on asking them to respond to 3 prompts to show them the need to SUSTAIN their performance)
2. Students transcribe their performance....all the uuummms....pauses and reformulations.  
3. Students self-evaluate based on the descriptors...using evidence! 
4. Students set a goal
5. Students re-record and submit.

Frequent Feedback #2

Proficiency level goals

• We have goals set up for our levels.  I teach levels 3, 4 and 5 (though this year I'm taking a break from 4 and it's only my second year with 3 after a loooong hiatus).  We've set goals.  They *must* be performance goals although we use the word proficiency.  None of us are trained nor do we have any assessments that are independent of the curriculum.  

https://www.actfl.org/sites/default/files/pdfs/ACTFLPerformance_Descriptors.pdf

So, we share with our students the year-long goals.  

Level 3:  Intermediate Low (knowing some students are stepping into IM characteristics but not consistently)

Level 4:  Intermediate Mid

Level 5:  Intermediate High

And many of the teachers in my department have proficiency walls. With this, I can pause (when appropriate) to share out how a student's output met certain characteristics.  Or when I give directions for an activity and share the goals, I can refer to the goals meeting those characteristics.  

I have shared this before..but I wanted it to be prettier and after a few years working with it, I wanted to make some tweaks.  So feel free to use!  (Please know that my descriptor strength is at Intermediate and not Novice)  

• Weekly written assignment:  This is not new.  There are multiple schools of thought on homework, but I've received enough feedback from students to keep doing this.  They have weekly homework and must respond to a prompt that can vary from generic communicative practice (introduce yourself, you family, etc) to topic relevant to interpretive based.  Some weeks require oral response (flipgrid) and some are written.  They complete it and it's a 100% (that goes in the administrivia category which is only 10%!)  I then give feedback in the form of stars and steps based on the proficiency level goal.     
  

Frequent Feedback #1

I'm in mid-summer....but other teachers are posting about their back-to-school plans and I can't help but read them and think about next school year.  I'm really interested in focusing on being a coach to my students and providing feedback to them.  Feedback can take sooo many forms.  I'm going to do a few posts about giving them feedback in order to help students move forward in their path to proficiency!

 I want my class to feel relaxed but fun! So I'm going deskless this year!  I think the set-up sets a certain tone that this class is different.  And I can change the arrangement easily....circle talk, rows, teams!