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Effective Feedback for Student Writing Assignments



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One of the difficulties implied in feedback is that it isone-way communication. Students write. Teachers read, evaluate and make comments(maybe.) Does student writing improve? Again . . . maybe.

What would happen if a writing assignment was interactive fromthe start? Beginning at elementary levels I can imagine a cover sheet thatasks: “What is the main idea of your article/story?” The student answers andthe teacher responds, “I got it (or not.) You showed the main idea by  . . .”

For older students a teacher might ask, “What section showsyour best work?  What part of thisassignment is difficult for you? How can you improve it?” The student writes and the teacher responds.

This method would involve reworking one assignment over aweek’s time, but it would be time well spent. Will it work in your classroom?

http://www.facultyfocus.com/articles/teaching-professor-blog/giving-feedback-on-student-writing-an-innovative-approach/

Encouraging Empathy

Courtesy of Google Images
What kind of people will our children become? That is afrequently voiced concern of those of us who parent and teach. The digitalnetworks our teens and tweens use every day are new to us, and we sometimesworry if they spend too much time on Twitter and Facebook. Will this socialnetworking submersion affect them adversely? A new World Vision 30-Hour Faminestudy has found that these sites may aid teenswith developing empathetic skills.

According to their published description, “World Vision is aChristian humanitarian organization dedicated to working with children,families, and their communities worldwide to reach their full potential bytackling the causes of poverty and injustice.”
The30-Hour Famine event began inCalgary, Alberta, in 1971, where 14 teenagers fasted to raise money for WorldVision’s hunger program. Their purpose was to experience hunger for a limitedperiod of time, and to use this self-denial as a means to raise funds toprovide food for those who are continually hungry. In 1995, David L. Wylie, a nondenominational youth leader in Georgia,wanted the youth he worked with to care about all people, worldwide. Much likethe Tennessee principal who wanted her students to have a greater vision of theworld began what became The Paper Clip Project; Wylie activated group membersby fasting. Teens find sponsors to support them in their fast, just likerunners for charity.  
See:http://www.30hourfamine.org/en/about

After the February 24-25, 2012 Famine, World Vision polledparticipants. Fifty-five per cent of students said they became more aware ofthe needs of others through Facebook and Twitter, up from 44% in 2011. Ninety-oneper cent of the respondents agree that it is important to volunteer locally.

The next scheduled famine is April 27-28, 2012. 

How can teachers involve students in helping others?

Read the full article at: http://www.educationnews.org/technology/study-social-media-helps-with-teenage-empathy-awareness/

Thing Nine


Courtesy of Google Images

Of all the guiding principles of Google, Inc., “Ten ThingsWe Know to Be True,” this one has the greatest application for the classroom.

PrincipleNumber Nine: You can be serious without asuit.

Google founders, Larry Page andSergey Brin, built the company around the concept that “work should be challenging, and the challenge should be fun.”Being without a suit refers to the relaxed atmosphere of Google, as opposed to the1950s at IBM where everyone was known to wear a gray suit, blue shirt and tie.(Guess who wasn’t there dressed in that uniform?)

They believe, and have proven,that creativity occurs in a particular type of environment. To establish this environment they emphasize teamachievements and individualaccomplishments. They provide workspace for both. Most importantly, they valuetheir employees. This is shown in many ways by the freedom and responsibilitygiven.

  • Google workers are connected to the world through theInternet. They have access to all the information currently available to answertheir questions.
  • Google workers eat nutritious meals and snacks. You won’tfind a soda dispenser on their campus. You willbe able to savor three, free,healthy meals daily, as well as snacks.
  • Google workers collaborate on their projects. They shareideas and make discoveries. They spend their mealtimes eating outside on apatio, playing with ideas and sparking one another’s imaginations.
  • Google workers are free to stop “work” and play volleyballon a sand court, play an etude on the grand piano, take a walk or a swim.
  • Google workers have both individual offices and quiet openareas where they can think and complete their projects.

And, my favorite:
  • Google workers are expected to spend 20% of their time onthe job pursuing an idea that interests them, chasing a sunbeam that may haveno connection with their assigned work. At every turn they are rewarded fortaking initiative.


Is there a way to incorporate some of these practices inyour classroom?