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Module 5 Critical Thinking (Option 2)

Hailey Spratte

Colorado State University Global

OTL-502 Learning Theories and Modules of Instruction

Dr. Harrigan

August 22, 2021

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Module 5 Critical Thinking (Option 2)

When I initially began this week’s lecture, I was excited because both of the topics we

were going to be learning and reading about are things that I have been praised for in my school

district. I am known for offering feedback and I am asked frequently to meet with other teachers

to discuss classroom culture and how to develop it. When I started reading the material for this

week, I learned that even though I do give feedback, it often lands flat meaning that it is

ineffective. Though I struggle with effective feedback, I did learn that I actually do create a safe

and respectful classroom environment.

Constructing Meaningful Feedback

As I have mentioned in this and previous assignments, I do give feedback to students.

Normally, I only give students written feedback on summative assessments. Once I hand

feedback to the students, they are supposed to read it and look at their rubric. Then we move on

to our next unit. I have not yet allowed students to redo assignments after looking at my

feedback. Thinking it through now, I now know why students rarely even looked at the feedback

that I spent hours writing for them. It is because they were not allowed to do anything with it so

why bother? Though I do plan on allowing students the option to redo assignments based on

feedback this year, the following are two additional reasons why my written feedback is

ineffective.

Personalized Feedback

During this week's reading, Goodwin and Hubbell (2013) have taught me that the

feedback that I give students must be tailored to each student (p. 96). Not only that, they

mentioned that the feedback must be at the student’s level rather than above the student’s level

(p. 98). When I have previously given feedback, I used the same phrases on every student’s

assignment. Though student’s were making the same mistakes, I still need to figure out a way to

tailor the feedback so it seems individualized and personal to each student.

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Another thing that I realized when looking into my own feedback practices is the fact that

I offer high level feedback, according to the standard and level students should be at, rather

than where the students are currently in their academic journey. I tell my coworkers so often

how important it is to meet students where they are and grow them from there. When I look at

my own practice, I have noticed that I am not doing that when it comes to feedback. It is

important for me to offer feedback that is actually attainable for each student if I expect to see

academic growth.

Specific rather than Vague Feedback

When reading, Goodwin and Hubbell (2013) mentioned that they both had a pet peeve

when people write AWK or awkward in the margins for feedback (p. 97). I was shocked because

I do this all the time with students! On a previous critical thinking assignment, I submitted

essays with feedback in the margins. These essays have AWK written on them as feedback. I

never realized that this was an ineffective way to provide feedback. When I write that, it does

not give students any actionable ways to improve their writing. It is basically me saying that I

just do not like the way their writing sounds. Moving forward, I will not use that as feedback. I

will tell students what it is about their writing that is confusing. I will tell them that their subject

and verb do not agree, or whatever it is that is actually making that sentence awkward

sounding. Hopefully by allowing students to redo assignments based on feedback, using

feedback that is attainable for each student, and correcting my vague feedback students will be

able to reach higher levels of learning.

Safe and Respectful Learning Environment

As we began this school year this last week, I was extremely apprehensive about the

junior class. They have been known throughout their whole academic lives by teachers to be the

worst class in terms of behavior. These are students who brag about making teachers cry. I

observed them in class last year, and they were out of control. These students were riding on

each other’s shoulders, farting on each other, licking desks, the list goes on. As a third year
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teacher, I was terrified. My peers told me that I should start the year extremely strict: seating

charts, no one can go to the bathroom, no opportunities for students to act out. Initially, I took

their advice. I planned out the start of the year more strict than I ever had been. However, once

the students were in front of me everything changed.

When these students sat down in front of me, I let them know that they may know of me based on

what other student’s have said. I also said I know a lot about them based on what other teachers have said.

I told the students that I bet they actually do not know who I really am, and I told them that I do not really

know who they are. I said I would like to make a name for myself and I want the students to do the same.

I told them it is a fresh start, their chance to be something different. Respect in my classroom flows both

ways: student → teacher, and teacher → student.

Withitness

Goodwin and Hubbell (2013) mentioned that in order to create a safe and respectful

classroom, teachers need to establish behavioral rules and consequences (p. 107) and involve

the students in clarifying those expectations (p. 108). On the very first day, after a small

icebreaker, my students and I did just that. We read through the syllabus and course

expectation packet together and after each section students were asked to explain each section

in their own words. We also did an activity where students were asked to break a rule and have

their peers figure out which rule they were breaking (kind of like charades). Then the students

tried to guess what the consequence would be for that offense.

Harry Wong (2013) said that “student achievement at the end of the year is directly

related to the degree to which the teacher established good control of the class procedures in

the very first week of the school year.” In my two years of teaching experience, I can confidently

say that Wong is absolutely correct. I tend to spend two full weeks doing activities that are

seemingly not related to content. The sole focus is for me to teach students how to be students

in my classroom. Since I run my class this way, my behavioral problems throughout the rest of

the year are minimal compared to my peers who begin content right away.
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Another strategy that helps me promote a safe and respectful learning environment is

responding quickly. Goodwin and Hubbell (2013) mention that a factor of withitness is

responding quickly when situations arise (p. 111). Typically right when I observe an

unacceptable behavior or can sense one about to happen I jump on the opportunity to correct

that behavior. I first try to have the student explain what behavior it is that I am concerned

about, almost every single time the student is able to identify and self correct. I have yet to raise

my voice once against a student. Since I respond quickly to unacceptable behaviors, other

students catch on and quit whatever it is that they may be doing that I have not yet caught. This

helps me maintain control of the classroom and ensure that it is safe and respectful at all times.

Student Checking their own Goal Progress

Having students set goals is an area that I have yet to try with students. I do ask about

their personal and academic goals, but rarely do I conference or monitor progress with them.

This course has presented numerous academic sources that prove the effectiveness of student

goal setting, so I have been working to come up with a way for my juniors and seniors to do this.

According to module 5’s interactive lecture, “by helping students make data-driven decisions

about their own learning goals, educators would be emphasizing their responsibility for

improving their own learning and creating lifelong learning skills,” (CSUG, 2021). In order to help

students make their own data-driven decisions, my students can look at NoRedInk data and

NWEA data.

Looking at Data

NoRedInk is a grammar and writing program that our district uses. I love the program

because it provides immediate feedback to the students and the teacher. I can see where

students are stuck and how long they have been stuck there. Last week, I had students

complete the beginning of year planning diagnostic test. This tests 11th grade students on

knowledge that they should be ready to learn about. Attached in Canvas, image 1 shows the

analyzed results that I get as soon as students complete the test. I am able to see that only 14%
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of students are proficient in connecting clauses with colons and semicolons. Normally, I would

make all students complete that unit first. This year, I would like to involve students in the goal

setting process. In image 2 attached in Canvas you can see how it breaks students down into

categories of mastery. This year I would like to show students their planning diagnostic

summary (individually of course). I would then like students to decide which area they want to

work on first. Each week during independent NoRedInk work time I could call students back to

have a conference and show them their results and how close they are to mastery. If all of the

studies are correct, this may help with student engagement and help students own their

education rather than the teacher doing it for them. The same can be done with NWEA results,

but we have yet to give this test at the 11th grade level. Next week we are conducting it for the

first time for high school students.

Conclusion

In all, I feel as though with the correction in feedback methodologies, continually

focusing on fostering a safe and respectful learning environment, and involving students in the

data-decision making process I will be able to see greater results in student academic

achievement. I am hoping to turn this current junior class around from being a behaviorally

defiant class, to a class that respects each other and the learning process. If I am able to

succeed, maybe our test scores will rise. I am hoping to come up with more ideas on how to

involve students in the personalized learning process to create engage rather than compliant

learners.

References
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Accutrain Corporation. (2013, April 24). Harry Wong: Disciplines and procedures. Youtube.

https://www.youtube.com/watch?v=u27OKWfLh6Y

Colorado State University Global [CSUG], (2021). Module 5 providing students with feedback

on learning and behavior, https://portal.csuglobal.edu

Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying

focused every day. Alexandria, VA: Association for Supervision & Curriculum

Development.