Feedback Systems

Video Self-Assessment

A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed. 


Strategy Resources (3)
Students In Action
 
 
I record video clips to create a "Highlight Reel" for each student that captures their oral presentation skill development. These clips are taken during practices and the final performance, as well as during Socratic seminars. I use a simple program like iMovie to produce these Highlight Reels and then share them to a class folder. My students have access to each others Highlight Reels because it allows them to see different peer models of the same skill, such as use of inflection or eye contact.
Rubric
 
 
Students are also recorded giving feedback to their peers using the Oral Presentation Rubric as a guide. This allows students to better internalize the expectations of the oral presentation for themselves. We spend a significant amount of time focused on the "Presentation Skills" and "Use of Digital Media" domains when giving peer-to-peer feedback.
Students In Action
 
 
I record video clips to create a "Highlight Reel" for each student that captures their oral presentation skill development. These clips are taken during practices and the final performance, as well as during Socratic seminars. I use a simple program like iMovie to produce these Highlight Reels and then share them to a class folder. My students have access to each others Highlight Reels because it allows them to see different peer models of the same skill, such as use of inflection or eye contact.
Rubric
 
 
Students are also recorded giving feedback to their peers using the Oral Presentation Rubric as a guide. This allows students to better internalize the expectations of the oral presentation for themselves. We spend a significant amount of time focused on the "Presentation Skills" and "Use of Digital Media" domains when giving peer-to-peer feedback.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Instructional Planning
Johanna's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Johanna plans for instruction in her blended classroom.

 
Independent Student Learning
Annotation Logs

Annotation Logs in my class can be on paper or online, usually depending on what modality the student prefers, as well as what their access is to technology at home. Annotation Logs are a routine through which my students explore the unit text by analyzing quotes, asking questions, and making clarifications. Whether online or on paper, it is my routine to respond to their annotations. Because each student writes so many annotations throughout a unit, I have many opportunities to dip into their thinking at multiple points along the way. Annotation Logs are fundamental building blocks to some of my other classroom practices including Socratic Seminars, TIED analysis paragraphs, and essay writing. For each annotation in the log, my students must include their focus for the annotation, the quote itself, the page or line number, and the analysis. The focus of the annotation could be a literary device, a theme connection or an approach through one of the literary theory lenses we have studied. Citing the quote and where it is found makes for easy reference later on. The analysis is 3-4 sentences that shows how the quote addresses the initial focus they indicated. It is in this last part that I address any feedback by asking questions and clarifying any plot confusion.

 
Instructional Planning
Socratic Seminar Prep

Socratic Seminars can be amazing learning experiences for students when they take the time to prepare what they will contribute to the conversation. Once the seminar prompt has been clarified, each student gets ready by reviewing their Annotation Logs to identify what evidence and analysis addresses the prompt. This preparation often takes 15 minutes, and during that time students use a graphic organizer to develop the key points they want to contribute. Regardless of how many Socratic Seminars we may have already done in the class, we always review the norms to ensure that the time we spend in dialogue is useful and inclusive.

 
 
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