This is an excellent clip on how to give descriptive feedback. It is really powerful to see what can be done when giving a student the right kind of information and the improvements that can be made.
While this clip is all about drawing a butterfly, the same principles can be applied to other aspects of student work. Take for example, writing. If a student is given specific, exact, positive feedback about their writing think of the improvements that will be made.
I also really appreciate the fact that very specific feedback is given on only one aspect of the work rather then talking about everything at once. The student in this clip was able to work on the shape of the top of the wings of the butterfly first before tackling the rest of the drawing. Transfer that to a piece of writing and see what the results could be. For example, after having the child read their writing out loud, give suggestions on how to make the opening sentence "grab" the reader. After the student has made this change have the student reread the work and comment on how those changes that were made to the opening really makes for an interesting start to the story. Next, move onto giving feedback on another aspect of the writing (i.e. adding details) and give specific feedback again enabling that student to make the changes that will make the writing successful.
For older students, work can continue on one piece of writing for a few drafts to complete the work. Working on things such as voice, details, descriptive words and conventions could be approached with this descriptive feedback modelled in the butterfly clip until the piece is complete. Use of a computer would greatly enhance the ease for editing.
For younger students, focus may be limited to only one or two traits (i.e. describing words, staying on topic) before taking it to publishing.
I also enjoyed watching the way the students in this clip were providing the specific feedback needed to improve the drawing. Imagine if this same strategy could be used to train students as peer editors.
While this clip is all about drawing a butterfly, the same principles can be applied to other aspects of student work. Take for example, writing. If a student is given specific, exact, positive feedback about their writing think of the improvements that will be made.
I also really appreciate the fact that very specific feedback is given on only one aspect of the work rather then talking about everything at once. The student in this clip was able to work on the shape of the top of the wings of the butterfly first before tackling the rest of the drawing. Transfer that to a piece of writing and see what the results could be. For example, after having the child read their writing out loud, give suggestions on how to make the opening sentence "grab" the reader. After the student has made this change have the student reread the work and comment on how those changes that were made to the opening really makes for an interesting start to the story. Next, move onto giving feedback on another aspect of the writing (i.e. adding details) and give specific feedback again enabling that student to make the changes that will make the writing successful.
For older students, work can continue on one piece of writing for a few drafts to complete the work. Working on things such as voice, details, descriptive words and conventions could be approached with this descriptive feedback modelled in the butterfly clip until the piece is complete. Use of a computer would greatly enhance the ease for editing.
For younger students, focus may be limited to only one or two traits (i.e. describing words, staying on topic) before taking it to publishing.
I also enjoyed watching the way the students in this clip were providing the specific feedback needed to improve the drawing. Imagine if this same strategy could be used to train students as peer editors.
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