Skip to main content

Adding a Feedback Question to Daily Warm-ups

Do you check in with your students every day? Maybe a warm up or exit ticket? Amy Morriss, who teaches high school Physics, Engineering, and Robotics outside of New Orleans, LA, uses a graphic organizer for problem solving and elevated her bell work to include a feedback question: 

We set professional goals at the beginning of the year, and my goal was around more and earlier intervention on problem solving in Physics. A lot of kids seem to get it, but then they get to the test and then can't execute on problem solving. 

I created a graphic organizer to guide students through the problem solving process as well as a checklist (did you check sig figs, etc.). Students solve a problem using the organizer as bell work every day. At the bottom of the graphic organizer, they can evaluate how they feel about their problem solving (pretty good, meh, poor), and they have a space for them to ask me a question. When they complete their bell work, they submit it to me through Floop.
Problem solving graphic organizer for Physics word problems. Click here to download a PDF.
I've just implemented this over the past few weeks, and it's really helped me identify how my students are doing because I have just one problem that I'm grading a bunch. And, usually, you have some kids in class that don't want to ask questions. They don't want to admit "I don't know something," or they're shy. Now they can ask me a question, and they have a regular formatted way to do it, so I can respond to the question on Floop. It's been a really useful tool for me to nail what's going on every day.

While the biggest problem Floop solved for me was being able to efficiently provide meaningful feedback, a benefit I discovered is that now I use feedback data to help me make decisions. For Physics, I give specific feedback on specific problems. By looking and seeing how many times I'm making the same comment (I've given feedback on problem #9 fourteen times!), I can see that I need to either revisit that skill or see how the problem can be clarified.


Popular posts from this blog

Part 2 - Tools for an Equitable Feedback System: Engaging with Criteria

This series of posts will cover a variety of bite-sized strategies that can be incorporated into a more holistic feedback system. To learn more about the research behind these approaches, we recommend you first read our white paper.

Part 1 - Feedback is Emotional

For feedback information to be useful, it must communicate:  Where am I going? (What are the goals?)How am I going? (What progress is being made toward the goal?)Where to next? (What activities need to be undertaken to make better progress?) (Hattie & Timperley, 2007).  Supporting students in engaging with the grading criteria helps give context to the feedback to come. In other words, it does the groundwork of helping them determine for themselves, "Where am I going?"

5-Minute Energizers to Activate You and Your Students

We're officially in the grind. I ask my teacher colleagues how they're doing, and the standard response is a sigh: "I'm really looking forward to catching up on grading over the 3-day weekend," "I'm counting down the days until Thanksgiving," "I have 20 letters of recommendation to write."
If we're feeling this way, our students are too! Here are super quick activities to inject energy back into your classroom: Snap, Stomp, Clap (Partners) Each person counts off to 3, i.e. Person A: "1", Person B: "2", Person A: "3", Person B: "1", etc. When everyone gets the hang of it, try it again, but replace 1's with a snap of the fingers (snap, 2, 3, snap, 2, 3, etc.) Do it again, but also replace 3's with a stomp (snap, 2, stomp, snap, 2, stomp, etc.) Do it again, but also replace 2's with a clap (snap, clap, stomp, snap, clap, stomp, etc.) Gift Giving Game (Partners) Person A pantomimes givin…

Floop Team & Dr. Naomi Winstone: What does the research say about feedback best practices?

Over winter break, Floop co-founder Melanie and I had the privilege of talking with prominent feedback researcher Dr. Naomi Winstone. Her research has discovered that feedback interventions all seem to target at least one of four metacognitive skills, described by the SAGE process, and hypothesizes that a holistic approach to developing feedback systems should target all four of the skills: Self-Appraisal: judging one's abilitiesAssessment Literacy: understanding the grading process, standards, and criteriaGoal-Setting & Self-Reflection: being goal-oriented and monitoring progress to meet outcomesEngagement & Motivation: having an attitude of receptiveness to performance information Essentially, for feedback to reach that level of effectiveness that we've heard from experts like Hattie & Timperly, students need to be motivated to engage with feedback and have the feedback literacy skills to use it, and the instructional environment must give them the agency to act …