Catlin Tucker, Feedback in Blended Learning, SE2R, Real-time Feedback, 1:1 Conferencing, Tips for Efficient Digital Feedback

#EduDuctTape S02-E041

#EduDuctTape -- EduDuctTape.com -- @JakeMillerTech -- JakeMiller.net -- [email protected]

 

 

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• Today’s SoapBox Moment - “Peach Baskets, Videos Games & Flipgrids”
  • Some sound effects that I used for this:
    • freesound.org/s/67435
    • freesound.org/s/480796
    • “Basketball Shot Swish” on YouTube Audio Library
  • Some resources that I used to prepare for this:
    • https://www.gamecareerguide.com/features/1415/the_game_design_.php
    • https://springfield.edu/where-basketball-was-invented-the-birthplace-of-basketball
    • https://www.history.com/news/who-invented-basketball
    • https://www.basketballforcoaches.com/basketball-history
    • https://www.britannica.com/sports/basketball
• Today’s Guest: Catlin Tucker
  • Catlin is a Google Certified Innovator, bestselling author, international trainer, and keynote speaker. Catlin is pursuing her doctorate at Pepperdine University and working as a blended learning coach. Catlin has published a collection of books on blended learning. Her newest book Balance With Blended Learning was published in January. 
  • @Catlin_Tucker - CatlinTucker.com
• 2 Truths & 1 Lie
• #EduDuctTape Question: How can teachers pull feedback into the classroom to avoid taking that work home?
  • Issues with traditional feedback:
    • “Feedback tends to be done in isolation. Where, kids do work in isolation, they submit that work and then teachers take that home and they grade it or provide feedback on it in isolation and then they give it back to students who are left to process that feedback in isolation.”
    • Wait time between product & feedback
    • Minutia is intimidating to students
  • “How are we designing lessons that free us from the front of the room?”
    • Use videos to explain something
    • Have students lead small group student-led discussions
  • Real-time feedback
  • Focus on very specific elements to give feedback rather than giving feedback on all elements all at once
    • What elements do you focus on and when?
    • You may start with a focus on foundational elements that are the same for all (or most) students, but later it’s likely differentiated by student
  • John Hattie’s Feedback Approach - 3rd element: “where to next?”
    • Students add this declarative statement to their document
    • Catlin often does this as the teacher-led station in a station rotation
  • Conference format
  • In-depth narrative feedback - Mark Barnes’ Summarize, Explain, Re-Direct and Re-submit
    • @markbarnes19
    • SE2R: Summarize, Explain, Redirect, Resubmit
    • advanc-ed.org/source/se2r-can-revolutionize-how-we-assess-learning
    • Covered in Catlin’s most recent book Balance with Blended Learning
  • Peergrade - peergrade.io 
  • PearDeck
  • NearPod
  • The Answer Pad
  • ClassKick 
  • Tips from Catlin:
    • Build-in some auto-text shortcuts 
      • In Google Docs: Tools > Preferences  > Substitutions
    • Kaizena, voice comments
    • Read & Write for Google
    • Pro Keys - chrome.google.com/webstore/detail/prokeys/ekfnbpgmmeahnnlpjibofkobpdkifapn
    • Auto-Text Expander - chrome.google.com/webstore/detail/auto-text-expander-for-go/iibninhmiggehlcdolcilmhacighjamp
• Content from the Duct Taper Community
  • Favorite #EduDuctTape Tweets: (each handle is linked to the mentioned tweet)
    • @loveteachrise
    • @MrsHaselton
  • #EduDuctTape FlipGrid Responses:\
    • Mike Feldman - Classroom Q