Never Say Never: Using AI for Student Feedback

 Giving student feedback is something I pride myself in. I would spend hours pouring over student assignments, giving constructive and positive feedback to each individual about his/her/their work. When I heard educators saying they would use AI to give student feedback, I was baffled. I remember saying I would never do that because I did not want to lose my personal touch or connection with students by using AI for this purpose. However, I should have known better and the common cliche, never say never, sticks here. 

I began exploring AI for my educator learning goal this year. Today I sat down and delved into Magic School AI’s Student Work Feedback tool that gives students comments on areas of strength and growth. When I read this I paused, because this aligns with how I prepare students for their student led conferences. I am always asking them to think about their strengths and areas of growth. So I decided to give this a whirl, and I am so glad I did. In about a half hour my entire class had rich feedback based on their narrative writing they have done thus far. Alice Keeler once said giving feedback at the end of an assignment is too late and that has always resonated with me. Students need constant feedback as they go but how do educators keep up with it all? Now we have an answer!

The form to fill out on Magic School AI is user friendly. I added some information about the project I was doing with students and then copied and pasted their work into the last box. 

What I got was eye opening. The feedback was broken up into areas of strength, areas for growth, and mechanics. It also gave each student a positive comment at the end about his/her/their writing. I was able to personalize the feedback before copying and pasting it into a comment box in Google Docs. The feedback was concise and gave students something to think about as they continue writing. Here is what I got using the tool before I revised it:

I loved how it was organized and how each student got an in depth comment to help guide him/her/them on his/her/their writing journey. I did not lose my personal touch or connection because I revised the feedback to include my voice. This is just another benefit of using AI to support students, and I surprised myself when I used it. I suggest other educators try this tool out to give students feedback. You might surprise yourself too and save so much time in the process. 

Who is in Charge of my Learning?

 Twenty three years ago I sat across my third grade student’s guardians at a table in the center of my classroom. I showcased student work, sharing my thoughts on what the student was doing well and areas for growth. Then like going through a turnstile, one family left and another guardian showed up at the table. The students came back the next day, and I asked if any of them discussed with their guardians what we talked about the day or evening before. Some students stared at me with blank faces while others repeated what their guardians shared, which was not always the perspective I had shared but what the guardian had interpreted from what I had said. Something was wrong. This did not feel right. The human in charge of their learning was missing from the table. I decided after that year the students would always have a voice in their conferences and began an odyssey of student-led conferences that has not only empowered students but also has afforded opportunities for students to have a voice in their learning and begin working on their areas of growth the next school day. 

I firmly believe a shift needs to happen in education where students lead their own conferences, moving away from parent teacher conferences. This term is antiquated and not every child has a parent. The language should change to family conference even if student-led is not happening. This shift can start as early as preschool! There are many reasons for this shift, some of which I mentioned in an article I wrote for ESchool News in 2019. A lot of educators may be wondering where to start, so I wanted to offer some practical advice on how to make the change to student-led conferences. This does take time, but the benefits far outweigh the challenges. 

Before beginning to prepare for the student-led conference, it is important to teach public speaking skills with your students throughout the year. My students have been presenting all year in front of audiences, so though they might be somewhat nervous at first to present their learning, they are used to talking to an audience. I suggest providing opportunities for public speaking well before the student-led conferences to help your students with presenting skills. We use Erik Palmer’s PVLEGs to help teach public speaking skills throughout the year. 

The other pedagogical practice I have put in place is feedback. Alice Keeler once talked about how giving feedback at the end of an assignment is too late. I took that statement to heart, and I give both positive and constructive comments while students are working. Using the comment feature in online productivity tools is a great place to provide feedback. Feedback can be given via text, audio, or video for students. Having students then work on the feedback, leaving the comments on the work, helps the child’s team see the growth happening before their very eyes! This feedback is a springboard for students when they begin their portfolio work for student-led conferences. 

The first place I start when it is ready to begin our voyage into student-led conferences  is helping students understand and be part of the report card process. This lays the foundation for developing a portfolio to showcase at a student led conference. I review the report card section labeled Behaviors that Contribute to School Success with the students. Then I have each student complete a Google Form, sharing what they think they deserve. I use their own thinking to help me fill out this section of the standards based report card we use in my elementary school. Then I complete the rest of the report card, printing out a draft two weeks early for students to review. I explain what the letters on the report card mean, sharing this information with guardians in an email. I invite students to ask questions about letters they received, and we discuss. If a student has evidence for why the letter should be changed, I make the correction in front of the child! Students have time to ask about what each standard means too. Having these rich conversations about how students are being assessed helps them better understand the report card and makes the information more meaningful.

My students are involved in two conferences throughout the school year. I had thought they would be ready to make a portfolio using Google Sites in the fall to build upon in the spring. I learned quickly this was not the best option for students because they were unfamiliar with Google Sites. I decided to use a Google Slide Deck in the fall, which was a tool they were all familiar with. So thinking about tools your students are able to access and understand how to use is the next step in designing a student led conference experience. 

I developed a model Slide Deck and made a copy for each student that was pushed out in Google Classroom. I started with strengths and areas for growth, which the students used their report card draft as a springboard for ideas for evidence. Teaching students to reflect on their own work and thinking is a higher level skill that benefits them immensely. I then reviewed with students each slide in the template, and as a class we came up with a list of ways to provide evidence of their learning. They suggested we use images of work samples, video tools such as Screencasitfy or Flip (I have parent permission for students to use this tool since they are under 13) where they can explain their thinking, a white board to show how to do something, or a text box. Having a discussion about what evidence means is imperative to focus the student on what they are going to show to their guests at the conference. They gave themselves lots of options! Students then went through each subject and thought about what they are good at, what they have learned, and what they need to work on. I conference with each child throughout this process, which takes about 1 school day to complete. Once the class is done we model what a student led conference will look like. Students then have a chance to practice going through their slide decks with a buddy of their choice who they trust. 

When it is time for the conference, students enter the room with their guests. I invite all support staff who work with each child to be included in their conference. We want to celebrate the success of the individual child as a team! We sit at our kidney table and the student presents from the SMARTboard. He/she/they use a remote clicker that he/she/they use for class presentations previously and a mic (should he/she/ they want it). Guests can take time to ask questions. At the end, we have a few minutes left should the adults want to talk to the teachers without the child present. The child has been prepared for this, taking a book to read in the hallway. It is rare when an adult asks to do this, since the child has covered everything throughout their conference. 

In March we gear up for our spring conferences, this time developing a Google Site. I teach the students about how to make a site, showing them the various tools available for them. I created a model of the Google Site I expect him/her/them to make, which we go through as a class. Then students begin working on each page, checking in with me as they go. It is amazing to see how the students articulate their learning, and immediately begin working on his/her/their areas for growth and take on such pride when sharing his/her/their learning with others. 

Now when I sit at the table as a facilitator of learning, eyes shining brightly, I listen intently to each individual child. I realize he/she/they say more than I ever could in 15-20 minutes to their adult support team. The person in charge of his/her/their learning had a seat at the table. We, as educators, need to trust our students. They can articulate everything we would say to guardians, and it is much more powerful coming from the student. 

Talking to students about masks

 This week our Governor and Commissioner of Education had a press conference about ending the mask mandate in schools. It was all anyone could talk about. However, what was not being discussed was how educators would talk to their students about what happens IF schools have the option for mask wearing. How will we approach the idea that some people will be wearing masks for various reasons and others will not be wearing a mask?

The conference was scheduled for 10:30 AM, and I decided to watch it with my 5th grade students. Before the conference began, we had a class conversation around masks. I explained masks were the new accessory that became a big trend in 2020! Some people started making them. Others made sure they had ones that matched outfits, while some wore medical masks. We all had them and wore them regardless of our personal feelings about them. We talked about the pandemic becoming an endemic, which were two big concepts for these 5th graders! They recognized we will need to learn to live with Covid in our new normal, which was later confirmed by the Governor during the press conference. 

I led an open discussion about how people can sometimes get made fun of for the clothes they wear, the earrings or shoes they have on, or their hair style. When asked if anyone had been made fun of for these things every hand went up. This was a natural opening to talking about mask wearing and normalizing it. Wearing a mask is going to be part of someone’s identity moving forward, should they choose to do so. It is a human choice and should be valued. Just the same as the person who chooses not to wear a mask. There are also people who have to wear the mask because they are immunocompromised or cannot get vaccinated, so this is something else they need to be aware of. 

In the spirit of Kindness Week, students talked about being nice and having empathy towards everyone regardless of their individual choice. Students also mentioned how they are young, and it might be their parent’s prerogative for them to wear a mask or not. Having an open dialogue with students where we normalize mask wearing before a decision is even made helped students see the bigger picture of how we are transitioning into an endemic. 

As we watched the press conference, students learned there are decisions about mask wearing made at the federal level. The decision to wear a mask on a bus is decided by the federal government, and students heard they will still have to wear one on a bus. Then they listened to  state government officials discuss how they are lifting the mask mandate in schools on February 28th. This was followed by an announcement that it was now up to the local government to decide if they would lift the mandate. Our class talked about the different levels of government and decision making. We then dove into a talk about policy. A child curiously asked if our school committee would decide to keep the mask policy even though the state said the mandate would not be in effect at the end of the month. I told him we would have to wait and see what happens. 

I gave the students a few days to reflect on our discussion and press conference. Then I revisited the conversation, reminding them about everyone’s personal choice to wear a mask or to not wear a mask. We talked about ways to approach our classmates. One student said, “It does not matter whether someone is wearing a mask or not. It is their decision and their choice.” Another child said, “Do not treat someone differently because they are wearing a mask.” A student said, “It is their decision to wear a mask just like it is your decision to get your ears pierced or wear something.” A student mentioned, “They might feel safer with a mask. It is their decision. Some parents might want their child to still wear a mask.” “Just because someone does something different than you, they should still be treated with respect,” said another child. “People will have different beliefs, but you have to respect their opinion,” was something shared by a student. “A mask is just an accessory,” said someone else. A student ended the conversation with a person has “their reasons to wear a mask.” 

Students then had an opportunity to email our school committee should they choose to and share either what they learned, what they wanted to see change, or their concerns about what could change. Empowering students to share their voices with local elected officials is a dynamic learning experience that promotes student agency. 

So as everyone begins to make decisions that impact our children, make sure conversations are happening about how to talk to children about these changes. 

Bringing #authors into your classroom

Today we celebrated World Read Aloud Day! Litworld started this tradition thirteen years ago to celebrate a day of reading in our learning communities. Thanks to author Kate Messner, I had the opportunity to bring in some guests to read to us today! Our class is very fortunate to have so many opportunities that connect our secret agents to authors. 

This morning's celebration kicked off with the amazing Elly Swartz. Elly’s realistic fiction books find their way into the hearts of middle grade readers. Her characters often struggle with things many of our students struggle with such as anxiety or OCD, and readers go along a journey with them. I have been working with Elly on teacher curriculum guides for her novels, so it was fun to have her read her newest book to the secret agents. I am hoping to read Dear Student as our next read aloud. It is her best work yet! If you would like a copy Elly sent us this information:

Special signed copies!  

If you pre-order DEAR STUDENT (published February 15, 2022) from Eight Cousins, Wellesley Books, or The Brain Lair, your book will be signed to the reader of your choosing and you'll receive a limited-edition bookmark.    

   

Other prizes!  

If you pre-order from Eight Cousins, Wellesley Books, The Brain Lair, or anywhere books are sold, and send proof of purchase to dearstudentpreorder@gmail.com, you'll be entered to win one of the three prizes below. Winners randomly chosen on 2/15/22. Good luck!  

   

**        Happy Prize. A signed Brave Like Me poster    

**        Dear Prize. Handwritten letters to you, your bookclub, your group of friends (up to 20), or your class from me in the style of Dear Student.    

                        **        Virtual Prize. A free 30 minute virtual Q & A with me    

After Elly’s reading Jeanne Zulick Ferruolo came to visit us! She has written poignant stories that open the minds of middle grade readers. I met Jeanne a few years back when she came to the Unlikely Story. Her realistic fiction books are ones readers drive right into! Jeanne does a tremendous amount of research for her books, which is something I am trying to teach the agents about now!

Our final virtual visitor was none other than Christyne Morrell. As you might know, Christyne is our class resident author. She has been teaching the students how to write historical nonfiction. It was so fun to have the agents discuss books and being an author with her! 

We have another author coming to visit us virtually in March. Erin Soderberg Downing will be joining us to talk about her latest book coming out in April! We scored an invite to celebrate her new book with her! Here she is reading her first chapter of her book! If anyone is interested in purchasing her books she has offered her local bookstore as an option with a discount. The Red Balloon - has set up a special page for The Peach Pack with a special code (PEACHES) that is good for 20% off. All books ordered through this site will be personalized and/or signed by her: https://www.redballoonbookshop.com/erin-soderberg-downing-virtual-school-visit.

Victoria Coe will also be visiting us as part of her 5 part webinar series agents are engaged in. They are learning how to write a narrative with Victoria's guidance and my help. Students have learned a lot about writing with detail. They are in the process of writing a first draft, and then we will continue with the webinars where students learn about revision and editing strategies. Victoria will join us to celebrate our young authors later in the year. 

We will also be visited by Jo Hackl, author of our book club book, as a culminating activity to our book study. I cannot thank these authors enough for their generosity to our secret agents. I love being able to celebrate books and reading with students and thrilled we can have visits from so many talented authors!  

Students lined up to ask questions from our experts every time they visited us. Providing students doors to the world opens their minds!

How Do We Keep Up With It All?

 Today’s world of teaching and parenting has drastically changed with the technological revolution that is shifting daily. To be the best educator of our children also means keeping up with current trends our students are exposed to whether it be the recent Tik Tok Challenges that have burst onto the news scene or memes students find hilarious (which may not be to someone else). Innocent games like tag or infection on the playground have been replaced with another innocent game that is not so innocent when you read into it. 

The circle game is one I have seen students playing the past two years. Imagine the typical “OK” symbol with your hands. Students make this symbol and try to get other students to look at it. If a student gets caught looking then they get a punch in the arm by the student making the symbol. Getting a punch in the arm is not something all students want to receive nor is it an expected school behavior. What students are not aware of is the “OK” symbol’s meaning in different cultures. 

In 2017 the symbol acquired a new meaning much more powerful towards the intended target. There was a hoax that year by members of the website 4chan to falsely promote the symbol to represent white power. According to the Anti Defamation League, “the hoaxers hoped that the media and liberals would overreact by condemning a common image as white supremacist.” Unfortunately this is exactly what happened and the symbol was ruled to be racist. We cannot assume every person who does this symbol has mal intent. But someone on the receiving end of the symbol might feel otherwise. Therefore students need to be made aware of the different meanings of things to be more informed decision makers about the choices they make and when and where they make those choices. Having conversations with students about the different meanings of symbols to others can have a profound impact on us all. 

This is how we try to keep up with the kids. We listen. We watch. We Google what it is they are doing to learn more. And we have the hard conversations with them, building trust between the child and the adult. 

Who is the SUS? An #AmongUs gamified Classroom Experience

Who is the SUS? Provide evidence! Did you get your tasks done collaboratively? Are you sure you followed directions? These are questions students are being asked as we have started playing our class Among Us game! When I created the game I had no idea if it would work! The lesson was designed to include several standards in a gamified experience!
 
Students were put into groups, and assigned a color and the role of either imposter or crewmate. I had created game cards and emailed them to individual students. SHHHHHH! Students had to keep their role a secret but announced their color in the chat once they were put in breakout rooms.
 
Students were assigned 6 tasks that asked them to create a product using a Google tool. Six tools are being used in their tasks, including Forms, Sites, and Slides. Working collaboratively students have to follow a set of directions. The imposter’s job is to not only hide among the crewmate and work on the tasks but also slightly change something. The imposter cannot delete something. Maybe a color of font is altered or an image added. When someone notices a change he/she/they can call an emergency meeting. This is when I can enter and lead a discussion alongside the person who called the meeting in the chat.
 
Not only are students learning skills in the content area, but they are also discovering digital literacy skills. Life lessons and the importance of reading and following directions are two unexpected benefits that have some out of playing the Among Us style game created for students.
 
When students call an emergency meeting they are to ask me to join their group. When I enter the room should be silent, and we use the chat to communicate. I have entered rooms full of boisterous students during an emergency meeting, so I have said to the students that this cannot be for an emergency meeting since there is so much noise. Then I quickly leave and head to another group. When I return to the group who called the emergency meeting it is silent. You could hear a pin drop! We use the chat to communicate, and students are learning to be clear and kind in their word choice when determining who the SUS is.
 
If the group guesses correctly a new imposter is assigned and the game continues. We have been learning a lot during our game play! One group figured out they could use the hand raise feature to vote. Another student shared he had an A-Ha moment that his group needed to be more cooperative. Gamifying our classroom on Wednesdays has given us all something to look forward to!
 

 

 

The Power of Video for Fluency Practice!

 

Trying to work with students 6 feet apart on fluency skills while in mask is a challenge. I have been modeling fluency skills but was trying to wrap my head around how to best support students with their growth in oral reading. I had an idea and decided to test it out on a Wednesday since the entire class is remote.

There is a lot of power in video as a tool, so I decided to see if I could create a learning experience for students to build their fluency skills. I created an assignment in Google Classroom using Flipgrid for those students with parent permission and Screencastify Submit for those students who did not have permission to use Flipgrid. This was a great way to push the assignment out, as every child had the same assignment even if the tool was different.

 

I spent some time watching the first two minutes of each video. Laughter escaped my lips as students greeted me and shared which book they were reading. Some students found picture books and made time to share the pictures and others did the same with graphic novels. I was not expecting any of that, so it warmed my teacher heart that students felt the video was an extension of a conversation between us. Using Flipgrid I was able to give students direct feedback in the app. This is a great feature of Flipgrid! Students who used Screencastify Submit I was able to email directly.

I commented on student successes and then gave some constructive feedback about what to work on for the next time. Students read in longer phrases but needed to pause at punctuation. Others read with intonation while some read at the same speed and voice. This was an opportunity to discuss voice when we read aloud! I modeled different ways to read out loud. The first time I read I was told I sounded like a boring robot. The second time students identified how I changed my voice and how engaging I was as a reader.

Tomorrow students are tasked with responding to my feedback. I have asked them to share a goal they have to improve their fluency. Discussions with students can happen over video and email. After all, it is about building relationships with our students!