Last week I introduced integers using a James Tanton Math Without Words visual puzzle. Below are examples of the student feedback I gave. I used our new Canvas LMS system as the work flow, but what’s important is the varying degrees of feedback I found myself giving students.
Since some students don’t bother to read feedback–especially when everyone, including me, is getting used to Canvas, I started class by asking the students to pull up the assignment and read the comments.
The student below read my feedback and asked very politely, “What am I supposed to do?” This is yet another reason why I will never earn National Board Certification.
I gave this kid nothing. At best I offer hope and a growth mindset but in terms of informative and constructive feedback, it’s terrible–absolutely terrible.
Here’s another student. I acknowledge he’s made the connection to integers, but…
…I should have added this:
Here’s another example of awful feedback. I acknowledge the problems are correct, but I offer nothing.
Finally, here’s some feedback that is potentially helpful.
When I gave the feedback I didn’t have a plan. I just viewed the student work one at a time and made comments. That made my feedback inconsistent and not effective. What I should have done was examine the student work collectively, and prepare feedback based on common misunderstandings and extending student thinking.