Why Student Feedback Makes Teachers BetterPosted: September 21, 2014
First, I want to say thanks for all of my new followers here on my blog. I am trying hard to write more this school year. It is hard to believe my third week of school is over already.
This year as a staff we decided we wanted to follow a universal format for our students to write summaries. I presented the idea last year to our staff and it was accepted with open arms by everyone. To me, this was another proving point for me that as language arts teachers we need to be willing to reach across the isle and help other colleagues who aren’t so comfortable teaching students reading and writing skills. We decided to follow a format called TDPP, which comes from Get It Done! Writing and Analyzing Informational Texts to Make Things Happen by Jeff Wilhelm, Michael Smith, and Jim Fredricksen.
T – Cite the Topic
D – What are the key Details
P – How are the details are Patterned
P – What is the Point made about the topic of those patterned details
The social studies teacher and I have been working closely together to help students become better readers and writers over the past year by doing article of the week, working on a Civil War Research paper together and just making sure we are on the same page when it comes to teaching our students reading strategies. Working together has been phenomenal and because of our collaboration, our students are learning more and becoming better readers and writers.
This year as the TDPP process was being reintroduced to our 8th graders, who have already seen it for a year, the Social Studies teacher had a great conversation with the students about how to make the process easier and the students gave some remarkable feedback that was shared with me. As we discussed our students feedback on the process, it occurred to us that we needed to make some changes in the process and our approach to teaching it to help our students be more successful when writing summaries. Below are the changes that we made.
T – Cite the Topic
M – Describe the Main Ideas that support the topic (3 main idea sentences for 8th grade, advance 7th graders as the year progresses)
P – Explain what Point is being made by the main ideas
P – Wrap-uP sentence
We made the changes because the 8th graders vocalized that they were getting confused with the Details part of the TDPP process as well as the last two P’s because they almost felt they were the same. Now, we didn’t want students copying down specific details from the articles they are reading so we changed the D to an M. When discussing this with students it was helpful to talk about a grocery list and how we write down what we want, which are main ideas, but we don’t write down specific brands, which are details. It helped the students make the difference between the two.
To us, we felt the students were taking charge of their learning and we were moved by the fact they were asking questions, engaged, and willing to take an active role in their education. This reflection and feedback not only allowed our students to perform better on a concept that can at times be difficult for even college students to write, but it gave us insight into how we were teaching the students and it made us better teachers.
Personally, I am really excited how much the 8th graders have grown and retained from last year. I am excited to see where the year takes us!