One of my goals this year is to develop my students as active, reflective learners. I’ve been using formative assessment practises in my classroom for quite a few years but I’ve always felt that the students were ‘doing a self or peer assessment’ because I asked them to and not really because they wanted to. Why?
1. It slows me down.
2. But I already finished my work. Why should I do it again after some feedback?
3. I actually don’t really care how I can improve…
And that was the crutch of it. I would say the majority of my class felt like this and that’s why they would give feedback that thoughtless and a waste of time. And even worse, they woud give a token gesture to responding to it.
So – how can increase student’s motivation to improve? If we’ve achieved this then maybe we can reach the holy grail of teaching
– students seeking feedback independently!
In the Christmas holidays I stumbled on this video on Vimeo. It shows a teacher explaining what a Critique Group is and how it works. But the beauty of this instruction is the story he tells about a young boy, Austin, who had feedback from his peers and the results it gives us! Quality work!