Of course, this happens in our reading and writing conferences, but imagine if we used the same thinking across other work kids do: in other subject areas, on long-term assignments, or when they're learning in the moment.
Imagine the power of receiving feedback from your own evaluator in the moment, instead of waiting until after your observation was over. How empowering that is! There is more of a chance that you will improve the weaker areas of your work or build on your strengths if you have feedback in the moment.
For more on feedback in the moment, read this article from Ed Kennedy.
Of course, this also covers the idea of partners talking to one another. Partner conversation can be very powerful if we mix it into the middle of the learning. Sometimes, if we wait until the end, kids won't be able to support one another with ideas on what they might do or how they might do it, because it's too late.
Writing to learn is a very important activity that helps grow (not just show!) ideas as we work. How often do we jot while we work on anything to get our thoughts straight? It can help you figure out the directions of where you're driving, or how you'll cook, or assemble Ikea furniture. We really don't build the furniture, and then write about it, do we?
For more great resources on writing to learn, check out this link. You can also see how one school used it to transform their learning right here.
We can teach our students questions like, "What am I learning?" "How is this going for me?" "Will I get where I want to be by continuing on?" "What can I change to make this learning better?" Why would we wait until we're done to re-evaluate our work?
If the quality of the writing is better, because kids have done quick revising as they write, or if there are fewer mistakes to fix in the end because of quick editing, they can engage in deeper revision at the very end of the process, making for an even better product!