Most educators desire meaningful feedback that can be used as a catalyst for growth. When it comes to improving learning, criticism will rarely, if ever at all, lead to changes to professional practice. Here is the main difference between the two:
A recent coaching visit with Corinth Elementary School placed me in a position to model all of the above. Over the course of the year, I have been working with the district on building pedagogical capacity both with and without technology. After visiting numerous classrooms, I met with a grade-level team and the administrators to facilitate a dialogue as part of a more meaningful feedback conversation. Instead of just telling them what I saw and thought, I instead had them pair up and discuss their lessons using the following question prompts:
The point here was for them to begin to reflect on both the positive outcomes as well as the challenges that might have been experienced. Lasting improvement comes from our own realizations as to what can be done to grow and improve rather than just being told. After some volunteers shared how they thought the lesson went, I then challenged them with the following questions to facilitate a more in-depth analysis of the effectiveness of the lesson from their lens:
These questions really got both the teachers and administrators in the room to think more critically about whether or not the lesson or activity achieved the desired outcome in relation to the aligned goal. What was powerful from my seat was that most of the feedback I had written down didn't have to be delivered verbally by me as the educators offered it up themselves upon critical analysis of their lessons. This is not to say that I didn't add more detail or provide specific strategies to improve. I most certainly did, but the culture that was created through the use of all the above questions was more empowering and designed to impart a great sense of ownership amongst everyone present.
Whether peer to peer or from a supervisory position, engage in a collaborative dialogue during any feedback conversation. Then provide time to process, further reflect, and develop action steps for improvement. I hope you find the questions in this post as useful as I have.
Feedback - information about reactions to a product, a person's performance of a task, etc., used as a basis for improvement.As you reflect on the two definitions above, what pathway would you prefer? Successful feedback lies in a variety of factors such as delivery in a timely manner, detailing practical or specific strategies for improvement, ensuring the delivery is positive, consistently providing it, and at times choosing the right medium to convey the message. However, one of the most important considerations is to ensure that a two-way conversation takes place where there is a dialogue, not a monologue. Virtually no educator wants to have suggestions dictated to him or her.
Criticism - the expression of disapproval of someone or something based on perceived faults or mistakes.
A recent coaching visit with Corinth Elementary School placed me in a position to model all of the above. Over the course of the year, I have been working with the district on building pedagogical capacity both with and without technology. After visiting numerous classrooms, I met with a grade-level team and the administrators to facilitate a dialogue as part of a more meaningful feedback conversation. Instead of just telling them what I saw and thought, I instead had them pair up and discuss their lessons using the following question prompts:
- How do you think the lesson or activity went?
- What would you have done differently?
The point here was for them to begin to reflect on both the positive outcomes as well as the challenges that might have been experienced. Lasting improvement comes from our own realizations as to what can be done to grow and improve rather than just being told. After some volunteers shared how they thought the lesson went, I then challenged them with the following questions to facilitate a more in-depth analysis of the effectiveness of the lesson from their lens:
- How do you know your kids learned?
- Where was the level of thinking?
- How did kids apply their thinking in relevant and meaningful ways?
- How did you push all kids regardless of where they were?
- What role did technology have in the process?
- What accountability structures were put in place?
- What do you think your kids thought of the lesson?
Whether peer to peer or from a supervisory position, engage in a collaborative dialogue during any feedback conversation. Then provide time to process, further reflect, and develop action steps for improvement. I hope you find the questions in this post as useful as I have.
Hello,
ReplyDeleteI am a current teacher candidate at the University of Delaware and I was wondering how you deal with situations where feedback is not effective or helpful to teachers? Are the instances where, for some reason, a teacher is not open to feedback and takes the feedback he or she is given as criticism? What do you suggest to do in situations like that? Thanks in advance!
Unfortunately there are some situations where this is the case. The key, in my opinion, is to lead with the questions then provide actual evidence that supports the feedback that is being given. It is also important not to criticize as that will rarely lead to growth and improvement. Feedback helps prepare a teacher for his or her formal evaluation and it not an "I gotcha". Well at least it shouldn't be. Sometimes you need to be patient. Another option is to elicit teacher colleagues to provide feedback. Sometimes peer to peer as a greater impact.
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