Giving feedback

Communicate and discuss
While it’s tempting to jump right to the solution, this is a great opportunity for teachers to share their findings with peers, coaches and decision-makers. These discussions can shed light on problems that are common across classrooms and give the entire team an opportunity to share ideas on how to address them.
Course correct
Finally, with the data at their fingertips and shared insights from their team, teachers can make informed and effective changes to their lesson plans – and kick off the next cycle of experimentation as they track whether those changes make a difference or if there are other areas that could be improved.
Using peer feedback in lesson planning
Gathering feedback doesn’t have to wait until after the bell rings and the students leave the classroom. Even before delivering a lesson, teachers can seek input and advice from peers who have valuable insights and experiences to share. In fact, open sharing and communication can make the whole planning process a more satisfying one for teachers and students alike.
When teachers compare lesson plans across subjects and grade levels within their school, they can work together to identify areas of overlap and opportunities to reinforce knowledge between the classes they teach. This kind of cross-pollination is a key part of vertical alignment, a way of thinking about curriculum as a holistic student experience with a seamless progression and classroom consistency from one level or area of learning to the next.
Collaboration with peers also helps teachers find new ways to overcome challenges they face in the classroom and incorporate the successes from other classrooms into their own. When having these kinds of discussions about lesson plans, teachers can focus on five areas:

– Content: While teachers align much of the higher-level content during the curriculum mapping process, they can be more precise with planning and timing their lessons when they’re aware of the content being taught, the resources used to teach and the activities students engage in. Knowing this ahead of time allows a teacher to pick up where another left off or continue building on specific skills and knowledge over time.

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