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Ch. 7 - Specific Suggestions for Feedback - Coggle Diagram
Ch. 7 - Specific Suggestions for Feedback
Elementary Reading
The teacher recorded informal observations systematically.
She also wanted to reflect on the observations and to involve the students in this reflection on their progress.
As students read, she recorded observation notes. Students were very interested in hearing what she had to say.
She devised a progress sheet to keep for each child. After students made progress in mastering a goal, the teacher shared the progress sheet with them.
Elementary Writing
The teacher created a rubric for comparing the student's work with the criteria for the assignment.
The teacher provided additional feedback based on the context of the assignment.
The teacher attempts to glean from the work information about how the student is thinking about the task.
Secondary Writing
Giving feedback to writers requires knowing what successful writers do.
This knowledge formed the criteria against which the teacher compared students' products and made suggestions for improvement.
Math Problem Solving
The teacher starts feedback with what the student did, rather than what the student did not do.
The teacher asks prompting reflective questions regarding misconceptions/errors patterns.
Content Area Project Assignments
Give students feedback about their process; notice strengths and make suggestions to improve weaknesses. Keep in focus the criteria for the end product, as described in the rubrics. Make feedback descriptive and specific.
Consistency Across the Subject Areas
Focus feedback on the task or process used and phrase it in a way that affirms students as agents of their own learning.
Make sure both you and the students learn something from the feedback episode.
Provide opportunities for the students to use the feedback and improve learning.