Today, we need to improve our understanding of useful feedback. Thus, I’d like you to find a partner and create a scenario in which one of you provides feedback to the other’s piece of (non-existent) writing. Some possible scenarios include:
- the writer makes repeated grammatical errors
- the writer’s ideas seem rushed or underdeveloped
- the writer has made a significant factual error
- the organization of the piece needs considerable work (for example, the piece is actually one long paragraph)
- the purpose/focus of the writer’s work is unclear.
- the piece contains inappropriate commentary (for example, a sexist or racist comment)
Once you have created your scenario, you will present your short skit to me; the rest of the class will be working on a diagnostic activity.
A few pointers:
- Even if you are sure you are correct, you need to approach feedback collaboratively. Opt for language that leads to discussion; avoid orders and commands.
- Start with a positive statement about the student work. (Again, since this is a fictitious scenario, you can make something up).
- Consider beginning your constructive feedback with “I notice that….”, “Tell me about”, or a question.
Once everyone has the skits ready, the class will begin work on a short diagnostic activity.