Skip to main content

The math behind "4x faster"

We claim that Floop will help you give meaningful feedback 4x faster, where did that come from?

I'll claim my privilege up front: my classes are small. At most, I have 18 students in my science class at a time. Most years I have three sections of eighth grade science. So thats:

54 students

My students submit something that needs detailed feedback about once every two weeks (though they get quick formative feedback much more often). When I gave detailed feedback by hand, it used to take me about

12 minutes per submission
This adds up to about

10.8hrs of 'grading' per assignment

With Floop, I can drag-and-drop repeat comments, switch through submissions quickly, and I don't have to hand back paper work. Now,  I can give feedback in

3 minutes per submission

This cuts my 'grading' time to about

2.7hrs per assignment

What do I do with all that extra time? So much!

  • Plan more engaging lessons
  • Eat lunch with my students and colleagues
  • Send celebratory emails to parents
  • Tinker in our MakerSpace
  • Work with my digital and in-person PLCs

What would you do with your extra time?

Comments

Popular posts from this blog

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…

Back-to-School: Consider Your Feedback System, Not Grading System

One question I ask other teachers is “How important is feedback in learning?” Every teacher I talk to agrees that feedback is crucial. It’s how both teacher and student gets better. Research backs the importance of feedback; building off of John Hattie’s work comparing factors on learning, Evidence for Learning’s toolkit ranks feedback as having the highest impact out of their 34 approaches (along with meta-cognition) with a +8 months’ impact on students’ learning progress.

I follow the feedback question with “How important are grades in learning?” It might seem like a loaded question. You can imagine how teachers respond: “They’re not.”

Why give grades, then? We’ll save that topic for another occasion. For now, I just want to point out that we are frequently asked to consider and describe our grading system by students, parents, colleagues, and administrators. We’re rarely asked about the much bigger and more important component of our work: feedback.


With back-to-school quickly approac…

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?"