I’ve always loved music and that love of music has never been restricted to just one genre. I enjoy country, jazz, pop, rock, blues, soul, reggae, classical, and yes, even rap music. To me, it’s not the genre, it’s the song. One of the bands I really enjoyed in my youth, and still do to this day, is Queen. They have a unique sound that was defined by the iconic voice of lead singer, Freddie Mercury. While they are one of my favorite bands, some of their songs do not strike a chord with me, like Another One Bites the Dust, or, ironically, Bohemian Rhapsody. It is ironic because that is the title of the movie documenting the evolution of the band, and it is the recording of that song that is such a pivotal moment in the arc of the story. In one of the most touching scenes in the movie, Mercury shares with his band mates the reason he feels their band is so successful: feedback. He talks about their greatness as a result of their ability to collaborate and to push each other to be one of the best bands of all time (#52 of the top 100 artists of all time according to Rolling Stone Magazine).

I thought about this scene as I was reading Softening the Edges this weekend. The author (@KatieWhite426 ) invites us to think about the importance of feedback as part of our formative assessment practices. In the movie, Mercury talks about how feedback helped create beautiful music. In her book, White talks about how feedback helps create beautiful learning. She quotes John Hattie, who says,

The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’

I like the term dollops of feedback. Phrasing it in such a way allows us easier entry points for our feedback, simply because we are doing so in dollops. I think about how Shantel offers dollops of feedback during her LLI time as she invites students to ponder things. I think  about how Krisinda offers dollops of feedback as she invites her students to ‘taste the soup’ in Home Ec class. I think about how Steve offers dollops of feedback as he engages in conversations with students who are thinking about why Saskatchewan has the highest teen smoking rate in Canada. I think about how Glen offers dollops of feedback as he stands beside a grade 9 girl who is turning a piece of wood on the lathe. I think about how Ellen has adopted a “thinking classroom” based on her work with Peter Liljedahl (@pgliljedahl) and how she offers dollops of feedback through the questions she asks her students as a response to their own questions. I think about the dollops of feedback Corinne shares with students who seek her guidance on a daily basis as she offers a quiet ear and a few timely questions. I think about the dollops of feedback Leah offers Sam through their work together as cooperating teacher and intern as Leah asks questions that allow Sam to formulate answers for herself versus simply telling her what to do. 

So many terrific examples of the dollops of feedback I saw just last week alone.

As you head into the week, I’d invite you to think about what Katie White writes in chapters 3 & 4, especially in the area of formative assessment. As you approach your work this week I wonder how you’d answer questions like:

• what did I learn about my students last week that will have an impact on how I teach them this week?
• if there was only one learning goal that I had to accomplish this week with my students, what would that goal be, and how would I know if every student achieved it?
• which student(s) have not benefited from the gift of feedback lately, and how will I make sure I have a learning conversation with them?

Heading into this week, I am going to use those three questions to help guide my thinking. What did I learn last week about leadership that will impact how I lead this week? What is the one leadership goal I get to accomplish this week? Who have I not engaged with in learning conversation, and how will I ensure I do so this week?

Here’s what is on the horizon this week:

Monday:

• K – 4 Staff Meeting (please have chapters 3 & 4 completed. See agenda for information)
• Classroom visits to work on the one big goal for the week

Tuesday:

• Bruce & Jesse away at ALT meeting

Wednesday:

• Classroom visits to work on the one big goal for the week

Thursday:

• Remembrance Day ceremony
• 7 – 12 Progress Reports sent home

Friday:

• Teacher Preparation Day

As  always, create a great week!