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Ch. 8 - Adjusting Feedback for Different Learners - Coggle Diagram
Ch. 8 - Adjusting Feedback for Different Learners
Successful Students
Focus on the task and the process and be criterion-referenced, positive, clear, and specific.
Identify what is good and why it's good.
Make suggestions for next steps.
Engage in conversation with students. Make these conversations opportunities for you to learn how the successful student is thinking.
Struggling Students
Struggling students will benefit from feedback that helps them connect the process they used with the results they obtained.
These students require self-referenced feedback which compares a student's work today with his or her previous past performance, or with your expectations for the student based on that past performance. This is task-focused feedback.
Improvement is supported by breaking complex tasks into small, manageable steps.
If it appears the student did not understand the feedback, try explaining your points in a different way.
Struggling students need scaffolded, step-by-step opportunities to use feedback.
English Language Learners
Feedback must be matched to the student's proficiency level.
How well does the student understand classroom discussions?
How well does the student speak?
How well does the student use academic English?
How easy is it to understand what the student says?
How well does the student use conventional grammar/sentence patterns?
Reluctant Students
Feedback must deal with the student's negative feelings first and then provide just enough information to fuel the student's confidence and understanding.
The tone of feedback must be considered with care.
Feedback should focus on the process the student uses and be self-referenced, suggesting small steps for improvement.
Feedback should use simple vocabulary and the teacher should check for understanding after it is given.