Lesson Study Cycle 1
Before the lesson, We looked at several student examples responses on feedback, and we analyzed the patterns of lack of specificity in peer feedback session to then deeper analyze possible solutions to encourage kind and helpful feedback session that its helpful for every student.
We will establish safe/brave relationships and provide scaffolds to create a culture of feedback so that students communicate specifically and empathetically to help their peers improve their creative work.
Part 1: lesson Planning
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Goals
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Problem of Practice: Student feedback is not specific or actionable.
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Research Theme: We will establish safe/brave relationships and provide scaffolds to create a culture of feedback so that students communicate specifically and empathetically to help their peers improve their creative work.
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Research Base
Evidence-based verbal feedback is effective in improving student writing.
Modeling to teach domain knowledge is a key piece of feedback.
Reluctant learners are empowered to respond when provided space for them to build upon their own biographies and experience, rather than appease the whims of ‘experts’.
Feedback is a complex task requiring many other skills, such as listening, domain knowledge, visual literacy, evidence-based reasoning, and effective communication.
Helping students reduce anxiety in the feedback process can help the quality of feedback they can give to their peers.
During my research I learned about in class modeling which plays an important role in in peer feedback activity, which guides students in the process of giving, Kind and helpful feedback.
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​You can read more about how the research informed my thinking in my; Literature Synthesis and my Annotated Bibliography and memorization document.
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Focal students assets and needs;
ASSET BASED DEMOGRAPHICS:​
FS1: is an energetic, charismatic and excitable personality in the classroom; his presence was made known to our research study observers when he entered the room before his peers, and immediately dive-bombed a large stuffed bear in the reading corner of the classroom. He has an older brother who attends middle school, adjacent to FS1’s site who is academically and socially successful, playing baseball and is class president. FS1 is an avid cook; is organized at home and loves to clean. He hopes to be a chef. However, FS1 has an IEP and is diagnosed with dyslexia, which manifests as a diversion towards writing, task completion, and difficulty with other assigned tasks.
You can learn more about FS1 in the link below
Student Data
FS2: is a quiet, thoughtful student. She is the only daughter, and a middle child between and older and younger brother. Her parents are recently divorced. Her love of animals is apparent in the classroom as she often elects to read stories about dogs. Outside of school, she participates in cheer.
You can learn more about FS2 in the link below;
Student data
FS3:
subject of an SST, no IEP
FS3 loves Batman, building forts, playing with her neighborhood friends, spending time with her family, dancing and movies. She is very bright & knows a lot about history & science. She helps out where needed & is a great friend.
FS3 is an engaged learner and a very hard worker in the classroom. She is well-behaved and happy while learning. Olivia shares her thinking and asks insightful questions.
FS3 is one of six kids on her dad’s side. She has three older siblings and two younger siblings. Her oldest three siblings are college grads and in graduate school. FS3' s family has high academic expectations for her and are committed to her success, including additional help and tutoring outside of school as required.
FS3 worries about the world and hopes for peace. FS3 is interested in nature, especially the ocean and sea creatures. She values her friendships and sees herself becoming a role model.
You can learn more about FS3 in the link below
Student data.
ASSESSMENT OF DATA COLLECTED ON FOCAL STUDENTS:
All 3 focal students experience significant barriers to full participation in writing and group editing activities. Through the course of our observations, we noted that students experenced limited, albeit successful interaction with portions of the material that enhanced their social and academic experience of gathering, receiving, and offering peer feedback. Most notably, students participating in expert groups, and co-creating rubrics with their peers allowed them to demonstrate and absorb knowledge of the content area that they would then take back to their working groups.
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Lesson flow/plan
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Objective: All students will participate in the activity by identifying, giving and receiving effective feedback.
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Plan: (2) Timed practice editing model text. (4) Table groups - students self-nominate the thing they want to be an “expert” in. Options: Punctuation, Dialogue, Sensory details, and Spelling. (5) Students move into expert groups. (6) Expert groups make a checklist on a poster of things to look for related to their expert thing. (7) move back into table groups. Each table group has a student from every expert group represented. (8) Pass writing to the right. When they receive a paper, spend 4 min editing on the document and/or giving feedback on a feedback paper. (9) Final sticky note with core feedback: including both the “what” and the “because.” (10) Reflect on the feedback you gave and received. Make an action plan for future revisions.
Here's a link to the lesson's slides
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Student work:
Here you can find examples of Focal student's work during our research lesson.
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Here we can see a response from FS1 to one of his peers, in group work with others which involved idea generation or demonstration of expertise over a specific content area, FS1 was engaged and capable, contributing ideas and in certain instances helping to clarify process and content questions that his group mates had.
FS2
FS1
FS3
Overall FS seemed comfortable with the activity, showing little signs of frustration at times, but working through the peer feedback session kindly and carefully, participating many times by raising hand, or volunteering to be a voice for the group.
Debrief: Our research concluded that students were largely engaged with their expert roles during the lesson, Our main goal was for students to be able to feel comfortable to provide king and helpful feedback, and also focus on the specificity, I can say we were able to achieve student engagement, as all of of our focal students and the class were in to their expert roles carefully reading their classmates work and provided the best feedback possible. One of the wonderings we have is how can we provide scaffolds that can help ensure specificity of feedback in future lessons.
In the link below you can take a look at my reflection paragraphs.
During lesson FS2 wrote on the sticky notes : “you can space your words and check punctuation.” “Good idk.” and “You can add punctuation and what is happening.” In her reflection about the lesson, she wrote, “ I feel like I don't like it because I don’t know what to put and it was hard.” She appeared to be largely engaged with the lesson, but additional scaffolding - perhaps through both psychological and academic supports - might have been beneficial for this student in particular.