Yesterday Algebra’s Friend introduced me to a new professional development blog Read…Chat…Reflect…Learn! While I enjoy reading blogs for lesson ideas, I also love reading journal and magazine articles, books, research studies, etc. as another way to stay current. I’m glad I found this blog and I’m thrilled to see that it’s in its infancy, only because it makes me feel that I haven’t missed out on too much!

The current topic is feedback. The article for discussion was How Am I Doing? It offered a good overview, but what was missing was how to provide feedback using a growth mindset. This excerpt, Types of Feedback and Their Purposes, gives clear examples. One type of feedback I tend to focus on is descriptive as opposed to judgmental feedback.

When examining student work for feedback I’ve collected their work in progress, and provided descriptive feedback. I won’t kid you. It’s time consuming. But an idea was floating in my head. What if I taught students to give each other feedback with a growth mindset? I don’t want you to think I am shirking my responsibilities, but could math students offer feedback similar to students who participate in peer editing compositions?

After reading Algebra’s Friend post I thought I would give it a try. Yesterday and today I showed my students this Would You Rather problem. They were to work in groups of four to solve.

After the groups worked for about 10-15 minutes, I collected their work, redistributed them to different groups and asked the new group to provide feedback. Here’s an example:

Kids being kids, their feedback was somewhat judgmental and not of a growth mindset. Had they rephrased their wording to questions such as, “How could labeling help explain your thinking?” or a statement such as “The final answer is not clear,” would definitely put them on the track towards feedback with a growth mindset.

Doing this activity in groups made it quite manageable as only six responses were being critiqued. While I monitored each group I asked them what questions they had about the other group’s work. I also asked them to be positive with their feedback. Each problem was circulated twice. Doing so also gave groups the opportunity to see how others approached the problem and perhaps revamp their thinking.

Here’s how the above group implemented the feedback:

The next time I see them we’ll continue the conversation of how to offer feedback with a growth mindset. With more practice they’ll get better at it.

I should have thought of this at the start of the year.