The Basics: Q1A
Below are simplified spreadsheets cobbled together for your benefit. You need your student number to find your row. In each column, there is a zero (0), one (1), or two (2). This is feedback about the most basic requirements of the assignment or, in the case of in-class focus, the class itself. 2 indicates anything sufficient, consistent, complete, etc., and above. Anything other than a 2 is cause for concern.
Again, this is basic, did-you-do-your-work feedback. Authentic and meaningful feedback is explained in a post you’ve already been assigned. There are plenty of other explanations of how feedback functions in a makerspace. The data in these spreadsheets serves a different purpose. Two notes before we get to that:
- First, these notations ignore late work entirely. If you got any of this done before Monday morning around 8 AM, it went into this chart. Anything after 8 AM on October 1 is not indicated here.
- Second, these notations don’t include the first revision assignment, nor do they reflect my observations of your use of feedback.
Here are the spreadsheets:
What Should You Do Next?
It’s pretty straightforward: Help yourself, and then help your peers.
To help yourself, find an hour over the next week to enter this conversation online:
Ongoing Discussion: Dunning-Kruger Effects and Imposter Syndromes
To help your peers, find an hour over the next week to enter this conversation:
If you’re interested in doing a little more to help your peers, you should skim this document:
That is a copy of every self-assessment response for the first GAP panel. I’ve removed any identifying information beyond the class period. Since the language is universal, there is a lot of insight to be gained, regardless of age, level, course, etc., provided you read with empathy.
Otherwise, remember what we’ve already reviewed in class as our goals for the week. Here are pictures of the whiteboards in our classroom:
My goal is to give every student the vocabulary to talk about themselves, to advocate for themselves, to analyze themselves, etc., regardless of context. This course will give you that vocabulary, slowly but surely, if you invest in it. It’s the language of all learning. It’s not esoteric jargon. Remember that it connects explicitly to the district’s Strategic Coherence Plan:
That plan is based on everything we know about what colleges and careers demand. These are the skill and traits you need to be successful. Every time you receive feedback, you need to look for a way to hone those skills and traits.
But this is probably the most important takeaway: There’s nothing unusual about what we do in here. We read books, write essays, discuss essential questions, and reflect on our progress. Whether you’re focused on helping yourself or helping others1, that progress starts with an honest reckoning with what you’ve done.
Ask questions about the spreadsheets below.
There shouldn’t be any stigma attached to helping yourself, because that’s how you find the knowledge and understanding to help others. It starts with you. If it becomes selfish or competitive, we can always deal more directly with that. ↩