I can honestly say that my experience with the Network to Transform Teaching Hub team was the complete opposite. Never in my experience, have I observed a group of organizers take the feedback left at the end of one day, to immediately turn around and spend hours making alterations and adjustments to the following day's agenda based on what the learners needed or wanted from the experience. I want to point out that all the participants received an agenda (a plan) that I can only imagine took days to create in advance of the learning session. Yet, the Hub team valued what everyone said and were willing to make adaptations to meet our needs.
For several years, I have asked my students to provide me feedback on our classroom throughout the school year: What went well? What didn't go well? What goals do you have? What changes can we make to better support your learning? As the recipient of that feedback, you have to be willing to hear some things that may be very hard to hear. I've had some learners provide feedback that has brought me to tears, but when I honestly looked at the choices that I made, I could see the disparity between what I thought I was doing to support learning and what the student perceived. Even though we may spend hours planning to meet the needs of our diverse learners, the truth is we don't know how our intentions translate to each one of them unless we take the time to ask, truly listen, and put their ideas into action. Because the reality is that this learning is about them, not us. They deserve the best learning opportunities possible. We just have to provide the tools, guidance and pathways to get them where they want to go.
Want to read more about feedback in our classroom?
- From Numbers to Meaningful Feedback
- Where Do We Go from Here? Tools for Providing Timely, Personalized Feedback