Reimagining Feedback

How to Grow Teacher Practice Using Habits of Mind

by Art Costa, Bena Kallick, and Allison Zmuda There are predictable policies and practices in the opening month of school that
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How to Grow Teacher Practice Using Habits of Mind

Out of the Blue: How One Blog Post Can Inspire Others on Their Personalized Learning Journey

One morning about midway through the school year I arrived to work and sat down to read the myriad of
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Out of the Blue: How One Blog Post Can Inspire Others on Their Personalized Learning Journey

Dropping the Rubric & Setting The Bar

One question that I often receive about inquiry when sharing my passion for personalized learning is around assessment. When adopting
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Dropping the Rubric & Setting The Bar

Creating a Classroom Environment Molded by Students: Peer Feedback/Assessment

Peer feedback/assessment is underutilized in the current day and age of school. Giving students the responsibility to give each other
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Creating a Classroom Environment Molded by Students: Peer Feedback/Assessment

What Does It Mean to Reimagine Feedback?

Feedback is incredibly important in a personalized learning environment.

Students grow their capacities by engaging in individual ideas, drafts, or experiences. By asking questions about the feedback they receive, students can focus the conversation on what would be most helpful to them.

The examples featured in this category reveal:

  • Key qualities of effective feedback
  • How students can use feedback to become more sophisticated and skillful
  • How students can use feedback to learn more about themselves
  • How students can become more mindful of how to frame concerns or questions in a “thought-full” way and become better feedback givers themselves.

How to Grow Teacher Practice Using Habits of Mind

by Art Costa, Bena Kallick, and Allison Zmuda There are predictable policies and practices in the opening month of school that center around setting goals as a classroom teacher, grade level, department, or school. Well-intentioned to be sure, but perhaps out of alignment with the teacher evaluation system. Surely you don’t think that merely putting him or her on a scale from one to four will tell you whether the teacher is practicing both the...

Out of the Blue: How One Blog Post Can Inspire Others on Their Personalized Learning Journey

One morning about midway through the school year I arrived to work and sat down to read the myriad of emails I had received since leaving the previous day. One email caught my eye. The subject line read, "Your piece on personalized learning." At first I thought it was SPAM and almost deleted it, but out of curiosity I decided to open the email and this is what it said: "I read about your work...

Dropping the Rubric & Setting The Bar

One question that I often receive about inquiry when sharing my passion for personalized learning is around assessment. When adopting an inquiry model colleagues want to know more about assessing Free Inquiry. Free Inquiry is when learners select an inquiry focus, construct an essential question, plan their entire inquiry unit, and design and construct an artifact of learning. This is where educators have some hesitancies. How can I assess so many unique performance tasks? How...

Creating a Classroom Environment Molded by Students: Peer Feedback/Assessment

peer feedback

Peer feedback/assessment is underutilized in the current day and age of school. Giving students the responsibility to give each other feedback and constructive criticism builds a strong bond in the classroom and empowers students to make each other better with the knowledge of each individual. Too often students are worried that the work they created is either right or wrong. Peer feedback enables students to use and trust the learning process without only focusing on...

How to Make Personalized Learning Come Alive at a Systems Level

I have the privilege to work as a consultant with Vista Unified over the next several years to support their personalized learning transformation. Bena Kallick and I had an opportunity to present to 100 teachers for three hours as a way to engage them in the four attributes of personalized learning and the related Habits of Mind. We were blown away with their energy, passion, and thoughtfulness as they considered how to grow voice, co-creation,...

The Holy Trinity of Self-Direction: Self-Managing, Self-Monitoring, Self-Modifying

By Art Costa, Bena Kallick, and Allison Zmuda Successful self-directed, continuous learners become "addicted" to feedback. This implies that they eagerly submit their work to the scrutiny of others. They actively gather and interpret feedback: through self-observation by consciously monitoring their own feelings, attitudes, and skills by inviting feedback from teachers, parents and peers through interviews with others by collecting evidence showing the effects of their own efforts These data are then analyzed, interpreted, and...

Which Assessment is the Fairest of Them All?

performance assessment

As educators we are recognizing every day how different our learners are, but have our means of assessing changed to adapt to these new realizations? When we look at assessing we need to look again at why we assess, what we assess, how we design assessments, and who is assessing. The ultimate reason for assessing our learners is twofold. To inform learners of current level of performance. To indicate gaps in order to inform their...

The Power of a Good Idea, Engaged Teachers and a Skillful Coach

How do we grow good ideas to make them more powerful for both teachers and students? I wanted to capture a wonderful coaching session I had this past week with the South Florida Collaborative. I opened with a keynote that focused on our new book, Students at the Center: Personalized Learning with Habits of Mind that introduced educators to the four attributes of personalized learning and the distinctions we make between personalized learning and differentiated...

The Power of a Protocol to Grow Innovative Designs and Deepen Understanding About “Soft” Skills

As educators imagine how to develop "soft" skills (e.g., critical thinking, creative thinking, communication, and collaboration), there is little consensus of what that looks like and how we can do a better job of incorporating these skills in our assignments and instructional practices. Art Costa and Bena Kallick wrote a blog entitled Hard Thinking about Soft Skills where they contended that: "Engaging in these types of thinking, however, doesn't mean that students engage in them...

Does Engagement in Goal Setting Impact How Feedback is Processed?

goal setting and feedback

Have you ever noticed the different ways you respond to feedback? The other day I was folding laundry when my sister stopped by for a visit. As I was folding a shirt, she told me that the way I was folding the shirt would leave wrinkles. She gave me some suggestions, but I do not remember what she said. I was not interested in improving my folding techniques and completely disregarded the feedback. The same...