The purpose of today's conversation is to establish norms and routines for seeking and providing feedback in disciplinary groups. In the spirit of feedback, Addie and Advisors are working on feedback for research papers. Remember that revision is an option for those seeking a better understanding of how to represent their ideas in academic writing.
DO NOW: Write down a list of ten words, concepts, ideas related to feedback. Then, circle up. Each person should share one unique word, concept, idea with a short explanation.
(Each person should contribute something unique. They should build on or extend from others, not repeat what has already been said. This is a simple gathering to focus thinking around feedback and begin thinking about how varied the notion of feedback can be.)
EXPLORE: Look at what Grant Wiggins identifies as 7 Essentials to Effective Feedback, then connect, extend, envision what feedback should look like for your group.
- Divide into 7 groups.
- Assign each group 1 of the 7 Feedback Essentials
- Each group should read their section and prepare a Connect. Extend. Envision. (below)
CONNECT - How does this connect with the brief discussion in the Do Now or other experiences you've had with feedback?
EXTEND - How does this extend your thinking about feedback? What would you add to what is written, based on your unique project or specific discipline?
ENVISION - What will you propose to your disciplinary group? What should feedback look, sound, feel like in your group?
(Example: I propose that each person keeps a file/folder of all the feedback from their peers and advisors throughout the semester. This will show who and what affected revisions.) - Each group should share out their Connect. Extend. Envision.
- Discuss, clarify, and vote on the proposals for what feedback will look like for your group.
(Advisors should make sure that the proposals will fit the discipline and format of P-Block.) - Finally, generate a list of commitments, resources, procedures, and roles that will be necessary for the group to follow through on these proposals.
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THINKING AHEAD
The next step will be to develop a weekly routine as a disciplinary group. To begin thinking about what this might look like, consider this MTW example for creative writing:
MONDAY: Each Monday we will spend time looking at a professional model or mentor text. The advisor might choose the texts to start the semester and analysis may take up to 30 minutes. We will keep track of the writer's moves that we love and want to steal and, sometimes, we will do some writing based on the model even if it is unrelated to our individual projects. The remaining time will be studio time, but the end of studio time on Mondays MUST result in a clear, detailed plan for the week.
TUESDAY: Studio day. We'll start with sharing our detailed plans for the week with a peer who will hold us accountable. Students can also sign up for individual conferences about their writing. These conferences are about 10-15 minutes long. Students end studio time with a reflection on their progress, in their studio journal
WEDNESDAY: Whole-group feedback. Students can plan ahead and sign up for this, or the Advisor will randomly call upon them to share their progress and get feedback. For whole-group feedback, we will use the ladder of feedback. The writer will facilitate, but someone else will take notes for them and give them the notes after. If the writer would like to use a different thinking routine, to get a different kind of feedback, they are welcome to plan ahead to do that.
THURSDAY...
FRIDAY...
