How
critical is feedback? Last week’s post talked about definitions of the word critical, especially as crucial and exercising careful judgment. Certainly, teachers benefit from
careful judgments about their important work. One way to get that feedback is
through Feedback Carousels during PLC time.
In
Feedback Carousels, each teacher brings a lesson plan that s/he would like some
suggestions on. The plan should be printed on regular paper. Teachers then tape
or glue their lesson plan in the middle of a piece of chart paper, leaving lots
of empty space that welcomes others to chime in through writing. Feedback
Carousels work best as silent activities, with pens doing the talking. Having a
chance to consider what you will say before committing it to paper makes for
more carefully-worded feedback.
In
round one of Feedback Carousel, teachers visit each other’s lesson plans, making
a comment about something they really like – something they feel will be
effective. For round two, teachers ask questions – something they are wondering
about. Round three is the chance for suggestions. After teachers finish the
third round, they gather up their own lesson and check out the feedback they’ve
received. It’s helpful to save some time to ask questions about ideas that were
shared during the Carousel.
Feedback
Carousel works best in a group that has already established trust with one
another. There’s risk involved in sharing your work, and we want our ideas to
be charitably considered. An extension of Feedback Carousel (that can be used
to lay the groundwork for or follow up on Carousel work) uses the same ideas
but a different venue. If you’re teaching, choose one of your own lesson plan
you’d like feedback on to set an example of risk-taking. Or you can ask a
friend to take a turn. Hang the lesson plan, centered on chart paper, in the
workroom, with prompts to like, wonder, and suggest. This practice can take off as
a way for teachers to gather critical feedback on their work anytime.
This week, you might want to
take a look at:
Using Super Bowl ads in
the classroom:
NCTE’s writing contest
for 8th graders (deadline Feb. 24):
NCTE’s writing content
for 11th graders (deadline Feb. 24):
Using The Three B’s to stop
interruptions:
Preparing students for civic
engagement:
To teach cursive, or not to teach it –
that is the question:
That’s it for this week. Happy
Coaching!
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