Reflect on what you’ve learned.
- In what ways do you currently provide feedback to your students?
- Overall, would you consider the feedback meaningful, caring, and effective? Why or why not?
Post to the discussion board.
- Identify at least two different ways that you provide your students with feedback in your classroom. Provide an example of each.
- Explain the intent of this feedback. What role is the feedback meant to play in the learning process? How does it impact the success of your students (for better or worse)?
- In what ways might your own experiences, beliefs, culture, and assumptions contribute to the practices you identified above? How might institutional norms, structures, and policies be influencing these practices? How might you use this knowledge to improve your ability to address the needs of students in your classroom?
- At this moment, where do you feel your overall strengths and weaknesses lie in regards to providing effective feedback?
Respond to at least one of your colleagues’ postings.
- Your response should extend the discussion (i.e., ask a question, provide a similar experience, make a suggestion).
In my project-based high school art class, I provide feedback to my students through one-on-one conversations and written feedback, as well as other informal methods such as peer critique. Each method serves a purpose in guiding students’ artistic growth and creating a supportive environment where they feel safe.
One on one conversations: I check in with students at least once per period while they are actively working on their projects. Though these conversations are informal, they are personalized, open dialogues where we discuss their progress, ask questions, and discuss new perspectives. I incorporate the voices of their peers in these discussions as well by asking their opinions, what they would do, etc. I highlight areas where they show growth as well as where they could go next. My goal with this type of feedback is for students to be able to reflect and refine, set goals, and get new perspectives and ideas. I come with a “do no harm” approach, so I rarely give suggestions, and instead ask questions to help them reach a conclusion of their own. These informal conversations are intended to build a supportive and trusting relationship with my students, helping them feel valued and understood. It also provides an opportunity for immediate feedback while they are in progress.
Rubrics/written feedback: While I prefer dialogues, I understand the importance of written feedback. When my students submit their completed projects, I provide detailed and specific feedback on their work. This gives students something to look back on and consider for future work. I utilize rubrics with clear wording to show different competency levels, so they are hard to personalize for students. The intent of this feedback is to guide students’ learning and help them understand their strengths and areas for growth. It aims to promote critical thinking, improve their artistic skills, and encourage self-reflection. This process empowers students to take ownership of their learning and develop their artistic practice.
When I was in high school, I didn’t always get helpful or personalized feedback from my teachers, so I want students to be involved in the feedback process. I often ask how they best receive feedback and use surveys to gather new ideas. Their voices are crucial, especially with a class as personal as art. In so many of their other classes there is a “right” answer, and I want them to have more autonomy in mine. It is important that I get to know each student so that I can respect their cultural backgrounds. I do sometimes find my ability to give feedback restricted by bureaucratic things like rubrics (even as I use them), class size, standards, and time constraints. I do my best to find a balance between the restraints and meeting individual student needs.
I believe my strength as an educator is my ability to build strong connections with my students. As I give them feedback, I create open dialogues so they feel comfortable opening up to me about the ideas behind their artwork. I strive to give feedback that highlights their strengths and gives them specific, actionable goals as they keep working. One of my goals for next year is to provide alternative modes of feedback and have students look to each other as resources. This year, I did have some peer review/critiques in my AP Art class, but I am hoping to implement this into my intro classes as well.
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