Preparing for peer observations of Writing teaching: article re. giving feedback

 

In preparation for our peer observations, we read and discussed a chapter from 'Changing on the Job' by Jennifer Garvey. The chapter is titled 'A feedback approach that helps us grow ourselves and others' and it encourages us to frame giving feedback as a reciprocal process in which both parties have the opportunity to learn and grow.

A link to the article can be found here, and also in our PLD folder.

Giving and Receiving Feedback, 28 June

GIVING FEEDBACK

What do we know about effective feedback? Non-effective feedback? ( Think pair share)
How often are you giving feedback to each other? In what situations? Opportunities? ( Think pair share)
Visualise someone you know who has a strength in giving feedback? What do you see, hear, feel?
What do we know about RECEIVING FEEDBACK?
What stops us from being able to receive feedback well?

DIGGING FOR PONIES

3 Triggers That Block Feedback:

Truth Triggers- if we think it’s somehow off, unhelpful or simply untrue= we feel wronged, indignant
Relationship Triggers- all feedback is coloured by the relationship- our focus shifts from the feedback to the audacity of the person giving it!
Identity Triggers- focus neither on the feedback or on the person giving it- they are all about US. Something about the feedback has caused our identity, our sense of who we are, to come undone- we question ourselves, are unsure of ourselves
These triggers are obstacles because they prevent us from engaging skilfully in the conversation

Receiving feedback well is a process of sorting and filtering- of learning how the other person sees things, of growth.
During an effective conversation- the feedback giver may also grow, learn to see what/ why/if their feedback is unfair, not quite accurate.
We can’t do any of that from inside our triggers!
When your coaching partner is giving you feedback against the habits- listen to your internal voice...is there a pattern? This will be preventing you from growth…..

Is it

T: “ That’s wrong, that’s not helpful, that’s not me!”
R: “ Who are you to say! You can’t do any better!”
I: “ I’m useless at this! I’m doomed with this !”

Of course there are so many good things about feedback- in this session useas an opportunity for growth as the provider and the receiver! Dig for ponies!

Also- give yourself a self assessment / 10 as how effective the feedback was and how well you received it.

PLD Social and Emotional Wellbeing

In a nutshell:  

• ‘Behaviour management’ initially impies negatives but with our POS Ed background we began thinking about positive aspects  - At WBS we call is ‘Social and Emotional Wellbeing’ with a focus on preventative and pro-active strategies to support relationships.
• We would rather focus on teaching kids ‘to be powerful’
• The Think sheet no longer fits with WBS values and philosophy.
• A trigger plan is a better tool that ensures we are planning and thinking about positive ways to respond to these.  Each case will be different however some similar situations will surface especially in the playground.
• The colour chart is used in different ways across the school.
• Words create worlds - What you focus on flourishes.
• Nathan Mikaere Wallis shared research about how kids will react and often do what someone instructs them ‘not’ to do.   This is because when you frame a “DON’T …...instruction” students will visualise that exact action. This results in them doing what they have been told not to do.
• Our praise, feedback, coaching and encouragement (Language in general) needs to be framed in the ‘desirable’ IE:  What we want to see …….
• We deal with situations - triggered events in private -  Maintaining and up holding the MANA of all.

Trigger may not also be the right word to use -  so in the pipelines 

Feedback- What is Happening? March 28th

We are really keen to dig down and explore what people are doing with regards to feedback currently. We want to explore what our current ideas are and our burning questions.

As with a PMI - We asked teachers to contribute thoughts, ideas and questions to the slides with initials. This will be the basis for our future discussions.

Writing Session 7- Proof Reading V Editing

Nicola's Notes from Alison Davis: Effective Writing- Section on editing and proof reading

Success Criteria? WALT? Learning Questions? How do kids know what they are learning?
We split into two teams

1.
Gillian
Shona
John
Gabrielle

2.
Suz
Scott
Ximena
Anna
Nicola

Notes from session:

Gillian: Visual editing card co-constructed
Developing by focusing on one element at a time (eg. finger spaces)
Some students, as they become more able can deal with more.
Has begun using some visual cues related to genres.

Shona: Using SC on the board at the start of lessons. Some focus on surface features, Capitals and full stops
What we used last year - similar set for a while

writing tasks are kept tight
Feeding forward before they write - setting a goal along the way comments in the book
editing visuals
editing card visuals


Anna is using - checklists
tools that kids can use as their own success criteria
editing checklists
green light orange light - focusing on just this
“He is my buddy when I don’t have one”
Questioning - learner attributes - making links to LA through writing
Editing card for HFW

Editing is ‘Being a Thinker’ by………..
IYT Coaching - You are being a thinker -
Helping Circle - need to be more explicit
What did we do today to make our writing better?
Matrices - which ones do kids understand?

How could we re-word - more concrete ?
Can we see a Progressions of editing/sc/tools across the school.
Are we proof reading or editing ? or both ? 

Editing as they write - Gail Loane

Scott is using:




Seniors are using: Poem Success Criteria

Goal setting folder: Goal Setting

For next week. Try something new. Bring along photos and share what has worked/ has not worked. 

Something to think about...