When U2 had something to say to their fans in the '90s, they used German and asked us to Achtung, Baby! When I have something to say to my students, I use Audacity, Screenr, Jing, or even Audioboo, and I, too, want them to listen up.
The issue of how teachers give feedback has been relevant as long as teachers have asked students to compose their thoughts. Written feedback may appear as only terminal comments, as praise/comment/question, as a series of checks and question marks, or any combination of words and symbols meant to reward, punish, shame or inform the writer (depending on the professionalism and disposition of the teacher). English Journal published an essay from Bardine, Schmitz-Bardine and Deegan that highlights a number of key points about feedback. One key issue is the benefits of conferencing. I've highlighted the work of Don Murray in 2 previous posts ("Implications 1" and "Implications 2"), and of course he wrote about the importance of discussing students' work with them, also. It's no secret. But what if we are struggling to find the time, management style, or method for having those meetings?
While it's not an honest quid pro quo, audio feedback is a worthy surrogate for the conference, and I'll explain why.
From Flickr, courtesy of xrayspx |
While it's not an honest quid pro quo, audio feedback is a worthy surrogate for the conference, and I'll explain why.