Audio Transcript Auto-generated
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welcome to the feedback module.
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By way of introduction, I want to start off with
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a little story.
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So just a few weeks ago, I was walking just
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to go get my mail from the campus center.
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And I saw Kobe and his daughter Ellie on there
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on the path right outside of copper and l a
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was whipping around on one of those little strider bikes.
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Paradoxical balance spikes.
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And I mean, she was fine.
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It was It was really fun to watch her insures
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having so much fun.
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Kobe was saying that she hadn't learned so quickly how
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to get around on this thing and and that she
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would be a team.
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Huge growth in just her ability to to ride a
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bike and really felt like riding a bike.
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Um, one of the key things that you might notice
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about this if you haven't encountered one of these, which
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I hadn't really before.
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Seeing Ellie on this is it doesn't have pedals.
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I thought back to how I have learned to ride
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a bike.
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And when I have learned to write like, I had
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training wheels, something more similar to this.
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Um, and I think that the thinking that is that
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training wheels approximates riding a bike like it looks like
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writing like you can get from a to B on
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and you don't have to fall right, too.
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You get used to feel like you're riding a bike,
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and then eventually you can take those training goes off.
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How about you, Bone?
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I started ready like I still fell a bunch, and
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the thinking behind the Strider bike is that you're learning
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the essential skill, which is balance not peddling.
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But balance is the essential skill, and the feedback that
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you need to learn how to balance is better delivered
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through a strider bike that their training wheels this got
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me thinking about in my own teaching.
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When am I giving feedback?
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That's more like the Strider bike, the in the moment
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instantaneous, the one that is targeted and specific to the
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tacit, her most powerful toe leverage student learning moving forward.
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That's what we're gonna talk about in this module.
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We're gonna think about the best waste.
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Provide feedback on student work and on student assessments on
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one of the biggest takeaways that we might be able
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to take away is how we can involves students in
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that process.
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Next year is going to be a bunch of unknowns
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and then brand new experiences.
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Shorter terms, faster turnaround for assignments.
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These are all factors, and we need to be considering
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as words.
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Designing our courses this month will give us an opportunity
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to collaborate their colleagues to do just that.