Ideas for Giving Feedback? Think Outside the Box | Tara Quigley | 3 Min Read

For many educators, the past year of pandemic teaching has provided them with the need to reevaluate their feedback processes to better meet students’ needs during online instruction. We had to adopt new ways to interact with and get to know our students and their methods of learning. Many educators also began using new tools or means of providing important feedback to students as well. 

Recorded screencasting or video assessment or comments from teachers increased during the pandemic for a few reasons. First, it allowed a teacher to demonstrate their empathy for their students and to personalize their communications while avoiding the stress of a more impersonal, written comment. Using a screencast as illustrated in this article, also provides a great opportunity for a teacher to model their suggestions and to specifically address individual portions of an assignment. A bonus for students is their ability to watch the video/screencast as many times as needed. In the above article, Lee Ferguson discusses the benefits of using screencasting for feedback. Once you have begun to implement screencasts to explore and explain thinking, it becomes an excellent tool for students to make their thinking visible

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Tara Quigley

Tara Quigley began her teaching career in 1991 and has been at Princeton Day School for 23 years. She currently teaches sixth grade Humanities, serves as Director of Miss Fine’s Center for Interdisciplinary Studies, and is the Middle School Technology Coordinator. She has worked for OESIS as the Director of Program Alignment, working with schools to build mission-aligned culture and program, and has served as an OESIS Network Leader for many years. Having begun her career as a Middle-School science teacher, Tara has always been interested in incorporating inquiry, questioning, and exploration in her classroom. She has also taught early-childhood science, fourth grade, and fifth and sixth grade Humanities at Princeton Day School. In order to spark more engagement and intrinsic motivation in her classes, Tara began using Design Thinking, PBL, and inquiry in her Humanities classes to encourage student agency and allow for differentiation with Competency-Based Learning for feedback and assessment. Having seen great success with this approach, Tara frequently shares her process and experiences with her colleagues at PDS, national conferences, and peer schools. In 2014, Tara was appointed to the position of Director of Miss Fine’s Center for Interdisciplinary Studies in which she has worked to educate and empower teachers to try new pedagogical practices and strategies, including: design thinking, PBL, Guided Inquiry Research, Visible Thinking Protocols, and teaching towards mastery of skills and competencies. In 2016, Tara received an Intrepid Innovator Award in 2020.