{"id":625,"date":"2017-04-25T07:14:45","date_gmt":"2017-04-25T14:14:45","guid":{"rendered":"http:\/\/test-inside.ewu.edu\/successfultransitions\/?page_id=625"},"modified":"2024-03-28T17:06:35","modified_gmt":"2024-03-29T00:06:35","slug":"student-feedback","status":"publish","type":"page","link":"https:\/\/test-inside.ewu.edu\/successfultransitions\/ela-a\/student-feedback\/","title":{"rendered":"Student Feedback"},"content":{"rendered":"

How did students respond?<\/i><\/b><\/p>\n

Bradley Bleck\u2019s Student Responses<\/strong><\/p>\n

Based on the numbers, students responded well. It may be that they had no real sense of how to annotate before the intervention, but once they had some practice, annotations evolved from simple phrases to something approaching full sentences. Students moved from generally brief sentence fragments to something approximating full sentences in their annotations, indicating greater engagement with and understanding of the text.<\/p>\n

Katie O’Connor’s Student Responses<\/strong><\/p>\n

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  1. After seeing the impact the \u201cchecklist\u201d had on their writing, students responded very positively to the experience as they saw how their writing improvements made them sound much more collegiate. One student even told me, \u201cO\u2019Connor, this is gold.\u00a0 I\u2019m taking this with me next year.\u201d They know (and willingly) accept this is now a required step in the writing process for second semester.<\/li>\n
  2. Students enjoyed the humor and visuals in the videos to help with their comprehension of \u201centering the conversation\u201d, and were very willing to use the template as it was \u201ckid-user friendly\u201d. In their semester reflections, many of them referred to the template as being their biggest \u201cah ha moment of the year\u201d because they finally felt like they were given permission to be a \u201cgrown up in the conversation\u201d.\u00a0 One of my hardest working students who definitely struggles with writing, told me this was her \u201cEnglish Bible\u201d for writing now.<\/li>\n
  3. Students were very intimidated by the \u201ccollege level\u201d paper when we reviewed them as they felt like they were not ready for college at all. One student told me, \u201cMs. O\u2019Connor, you make me feel like I\u2019m going to be a failure when I get to college.\u00a0 I\u2019m not ready to write like that.\u201d\u00a0 I told her it was October, and we had plenty of time to get her ready, and most importantly, I was going to be there to help and guide her rather than her figure this out on her own next year.\u00a0 She has made huge strides and is approaching \u201ccollege ready\u201d already with four months of school left.\u00a0 Many students felt similar to her, but they\u2019re seeing themselves get closer and after their next paper we\u2019ll compare these papers to the those three to see if they\u2019ve moved themselves up to the next level without any interventions.\u00a0 That would be a huge win.\u00a0 More to come on this! \ud83d\ude42<\/li>\n
  4. Students were quite reluctant to participate in assessing their \u201chabits of mind\u201d in the beginning, but after numerous reflection opportunities, they\u2019re starting to see that their success is directly impacted on their attitude toward the work. I\u2019m not sure how effective it has been for most students, but some are realizing the significance of persisting and being open to new learning as they seem to respond to those two habits most frequently.<\/li>\n
  5. Students informed me they never really knew what to annotate before learning they were supposed to have the purpose guide their annotations. Their responses to reading have definitely become more intentional and focused on their end goal.<\/li>\n
  6. \u201cMs. O\u2019Connor, what is a rhetorical device?\u201d. That question was such an eye opener to me.\u00a0 My students are constantly reminding me they have six classes to keep track of so if they haven\u2019t practiced with the information (rhetorical devices) seven times or so in a school year, they just don\u2019t retain the information.\u00a0 A great reminder for repetition.<\/li>\n
  7. Students at my school will always ask, \u201cwhere\u2019s our rubric\u201dwith the initial assessment as they\u2019ve been so well trained to look at how they\u2019ll be assessed before they begin. We used the \u201cargumentative writing\u201d for pretty much every writing assignment this year as it\u2019s encompasses all writing requirements for essays.<\/li>\n
  8. MLA Sample Paper at OWL was such an eye opener for my students to understand their teachers weren\u2019t just making up the importance. Multiple students responded, \u201cwhy didn\u2019t anyone teach us how to use this site before rather than just directed us to use it?\u201d.\u00a0 It was a valid question that I shared with my department as students also teach us what we don\u2019t know!\u00a0 \ud83d\ude42<\/li>\n<\/ol>\n

    Lesley Hilts’ Student Responses<\/strong><\/p>\n