"Matt posits that with the right kind of feedback on student writing, teachers can not only save a lot of time and angst, but they can also establish relationships with students, help student writers use their strengths to overcome their weaknesses, and teach students to self-reflect and peer-coach for true revision - and growth. The chapters in the proposed book walk us through manageable, replicable strategies for giving feedback that actually teaches kids how to improve their writing"--
Beat Burnout with Time-saving Best Practices for Feedback
For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time.
Flash Feedback seeks to alleviate these struggles by taking teachers to the next level of strategic feedback by sharing:
- How to craft effective, efficient, and more memorable feedback
- Strategies for scaffolding students through the meta-cognitive work necessary for real revision
- A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response
- Downloadable online tools for teacher and student use
| Foreword |
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ix | |
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| Acknowledgments |
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xi | |
| Introduction |
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1 | (6) |
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7 | (28) |
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Giving Strong Feedback in Less Time: The Efficiencies |
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7 | (28) |
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Time-Saving Tenet #1 Don't Read and Respond to Every Paper |
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9 | (3) |
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Time-Saving Tenet #2 Use More Targeted Feedback |
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12 | (4) |
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Time-Saving Tenet #3 Wait Until October to "Give" Grades |
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16 | (2) |
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Time-Saving Tenet #4 Be a Teacher, Not an Editor |
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18 | (4) |
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Time-Saving Tenet #5 Go Digital |
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22 | (1) |
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Time-Saving Tenet #6 Automate Some Parts |
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23 | (7) |
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Time-Saving Tenet #7 Get in the Feedback Mindset |
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30 | (3) |
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The Last Word on Efficient Feedback |
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33 | (2) |
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35 | (30) |
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Giving More Effective Feedback: The Best Practices |
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35 | (30) |
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Effectiveness Element #1 Feedback Should Be Provided by an Interested Reader, Not a Detached Authority |
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36 | (3) |
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Effectiveness Element #2 Feedback Should Provide a Path Forward, Not an Autopsy |
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39 | (8) |
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Effectiveness Element #3 Most Feedback Should Be Focused on Actions, Not Reactions |
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47 | (8) |
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Effectiveness Element #4 Feedback and Assessment Should Be Separated |
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55 | (8) |
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The Last Word on Effective Feedback |
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63 | (2) |
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65 | (26) |
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Making Feedback Memorable: The Feedback Cycle |
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65 | (26) |
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Setting Goals for Improvement |
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69 | (6) |
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Receiving Feedback Through Conferences |
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75 | (6) |
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Reflecting on What's Been Accomplished and What's Yet to Master |
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81 | (7) |
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The Last Word on Memorable Feedback |
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88 | (3) |
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91 | (30) |
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Beyond the Text: Using Feedback to Cultivate Positive Mindsets and Beliefs |
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91 | (30) |
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Wise Interventions to Turn Around Problematic Mindsets |
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94 | (1) |
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"Writing Is Scary": Feedback to Decrease Students' Fear of Writing |
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95 | (11) |
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"When Will I Write Like This in the Real World?": Using Feedback to Increase Students' Perceived Value of Writing |
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106 | (7) |
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"I'm Not a Writer": Using Feedback to Help Students Identify as Writers |
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113 | (5) |
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The Last Word on Feedback for Positive Mindsets and Beliefs |
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118 | (3) |
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121 | (24) |
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Democratizing Feedback: Teaching Peer Response and Self-Review |
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121 | (24) |
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The Power (and Pitfalls) of Peer Response |
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122 | (4) |
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Teaching Effective Peer Response |
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126 | (12) |
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138 | (1) |
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139 | (5) |
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The Last Word on Peer Response and Self-Review |
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144 | (1) |
| Epilogue |
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145 | (2) |
| References |
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147 | (8) |
| Index |
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155 | |
Matthew Johnson is an English teacher from Ann Arbor, Michigan. He is also a husband and father, and over the last decade he has read, thought, and written about how teachers can balance teaching with all of the other important roles they play in their lives. His work has been published by Principal Leadership, Edutopia, ASCD, The National Writing Project, and the National Council of Teachers of English, and his weekly thoughts on how to be a better teacher of writing in less time can be found on his website www.matthewmjohnson.com. When not teaching, reading, or writing, he can often be found in the kitchen, his garden, or out on a run through the gently rolling hills of Southeast Michigan.
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