Origin of Pedagogical Thought (and Some Tools for Consideration):
What I set out to do was explore what feedback meant. Other than marking up papers like my teachers when I went to school, what exactly was best practice? And how come my students only cared about the grade? Furthermore, how could I work smarter to provide what they need and not burn out quickly? Initially I read research. I discovered that peer feedback was discouraged in some circles— but in others, where peer feedback was *done correctly*, peer commentary was super helpful. And it dawned on me: asking students what THEY want to see in their feedback would open two doors: it would create a positive class cooperative culture of learning (which is critical for peer feedback and growth) and it would increase buy-in (students would welcome feedback they receive because they specifically asked for that feedback). When I ran through various data cycles analyzing feedback loops, it was clear that I had been doing feedback wrong. I was focused on what I wanted them to see. And while that is important— it did not take into account what THEY wanted to see. The data supported that analysis.
And Co-Operative Solutions was born.
The standards that were addressed in my work were around the College Board English Language Arts focal points of a defensible thesis and a “line of reasoning” for body paragraphs. These are the two critical and measurable elements of the rubric used to score the exam.
Padlet: Great for student engagement— especially in an online setting AP College Board: The one stop source for rubrics and exam info Google Forms: Great for surveys and gathering data Adobe Spark: Arguably the easiest tool to use for creating video and presentation content HyperDocs: A wonderful tool for gathering info on a topic and letting kids explore EduProtocols: Repeatable, understandable solutions for teachers and classroom use