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Giving Effective Feedback, Giving effective Feedback - Coggle Diagram
Giving Effective Feedback
Chapter 1
Feedback tells student where they are and what's next
Feedback is an important component of the formative assessment process
Three Lenses
snapshot
looking at the feedback as an episode of earning
long view
looking at the results of feedbakc
micro
looking at the feedback message, as if through a microscope, analyzing the information and how it is delivered.
Formative learning cycle
4.formative feedback
4: Formative Feedback
3: performance of understanding
5: improved performance
1: Model & explain
2: guided practice
Feedback and Grading
Writing feedback improve performance
Chapter2:Characteristics of Feedback
more recent studies recognize the role of student feedbak
focus on feedback that draws student's attention to their self-regulation strategies or ability
Behaviorism (Thorndike, 1913)
feedback strategies vary
feedback content involves choices about focus, comparison, function, and valence
Chapter 3: Written Feedback
specificity
tone
conveyed by word choice and style
clarity
students need to understand the feedback information as you intend it
where to write feedback
rubric
both
directly on work
Chapter 4: Oral Feedback
When and where to give individual feedback
at your desk, either informally or as part of conference time when students systematically come to your desk to discuss their work
at a specially schedule out-ot-class time, such as after school
quietly at the student's desk, while rhe rest of the class is working
When and where to Give Group Feedback
t the start of a lesson, summarizing your observation from the previous lesson
at the beginning of a review or rectangle lesson, to explain why you are focusing on the same learning target again and to link to prior learning and set at purpose for students
Giving effective Feedback
chapter 5: Feedback as an episode
facilitate the development of self-assessment in learning
Delivers high quality information to students about their learning
clarify what good performance is
encourages positive motivational beliefs and self-esteem
encourages teacher and peer dialogue around
provide opportunities to close the gap betweeen current and desires performancee
provides information to teacher that can be use to help shape the teacher
types of episodes
primary
elementary
high school
chapter 7: content-specific suggestions for feedback
some kinds of feedback are more useful certain content areas than other
constructive response feedback
varies depending on grade and subject
comparisons
focus
clearness
specific
tone
Chapter 6: Does Feedback Improve Learning
research
successful students test their concepts of themselves
successful students are willing to have the quality of their work confirmed or challenged, knowing they have the means to meet the challenge
some strategies
teach students where feedback comes from
teach students self- and peer assessment
ground rule for peer editing
model giving& using feedback
be clear about learning targets & ctieria
provide rubrics on a level that the student can understand
ways to use feedback in a lesson
comferenceafter students have chosen a topic
provide written feedback on drafts of written reports
Chapter 8: adjust feedback for different learners
struggling students
benefit from feedback that helps them connect the process they used with thee results the obtain
successful students
benefit from specific feedback about the particular knowledge and skills they demonstrated in a test or an assignment and also generalized feedback
ELLs
Give feedback that matches the students proficiency level as much as possible