Feedback is one of the most powerful ways to increase student achievement. This workshop will focus on what the research says about quality feedback, how feedback can focus on different needs, and how to use feedback as formative assessment. . It’s also important to touch on not only how to give feedback but how to receive feedback and find the value in it. Examples and strategies will be shared to help teachers give feedback that students will use. We will also look at student-to-student feedback, student-to-teacher feedback, and touch briefly on how to offer feedback to peers.
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Starting the Conversation about Feedback
1. Starting the Conversation
About Feedback
Jennifer Smithers Marten
GT Coordinator/Online School Coordinator
Plymouth Joint School District
Plymouth, Wisconsin
2. All of the resources referenced in this
presentation can be found on my weebly
Feedback as a Teaching Strategy
http://feedbackasateachingstrategy.weebly.com/
7. Even the good kids just flip through to find the grade.
8. A Little Bit of Research
(Butler, 1988)
• Students who received specific feedback
tailored to their performance showed
significant increase in scores (almost 30%)
• Students who received only letter grades
showed a significant decline in scores.
• Students that received both grades and
comments also showed a significant decline in
scores.
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12. "The effects of feedback depend on the
nature of the feedback. Feedback can be the
information that drives the process or the
stumbling block that derails the process."
~ Susan Brookhart
19. Evaluative Feedback
• Tells learners how they compare to
others
• Provides a judgment summarizing
the quality of the learning
• Is a direct result of summative
assessment
20. Descriptive Feedback
• Provides specific information in the
form of written comments or
conversations
• Helps the learner understand what
he or she needs to do to improve
• Is a crucial part of formative
assessment
21. Intervention Feedback
• Tells the student what needs
improving
• Gives enough information so the
student knows what to do next
24. Task and Product Level
Indicates correct/incorrect
Needs more or different responses
Provides more/different information
Relevant to task
Builds task knowledge
25. Self- Regulation or Conditional Level
Helps students identify feedback themselves
Provides opportunities and awareness of
deliberate practice/effort
Develops confidence to pursue the learning
26. Self Level
Often used to comfort or support
Often directs attention away from the task,
process, or self-regulation
Praise should not be given as part of feedback.
It dilutes the power of feedback
27. Focused Listing
Step One: Take 5 minutes to brainstorm
examples of feedback you have used in your
classroom.
Step Two: Take 5 minutes to sort them into
Hattie’s and Timperley’s four levels.
Step Three: Do you see any patterns?
28. Just as a thermostat adjusts a room
temperature, effective feedback helps
maintain a supportive environment for
learning.
~ Dylan Wiliam
30. Brainstorm: Feedback Variations
Random Name Selector
Think about what you teach.
What are some ways you already use this
feedback variation?
What are some new ways you could use this
variation?
31. Real World Examples
13 Concrete Examples of Better Feedback for Learning
Think-Pair-Share
Pick one example and discuss with a partner
32. Attributes of Effective Feedback
Clear
Builds Trust
User-friendly
Specific
Focused
Differentiated
Timely
Invites Follow-Up
Tomlinson & Moon, 2013
33. Questioning
Techniques
Closing the Gap
Feedback
•Feedback Starters
•10 Points for Giving
Constructive
Feedback
•Five Powerful
Questions Teachers
Can Ask Students
•Twelve Active
Learning Strategies
Feedback Forms &
Videos
I Like, I Wish, I
Wonder
•Four, Three, Two
•Bounce Card
•Glow and Grow
•SWOT Analysis
•Stars & Stairs
•Feedback Sandwich
•Feedback Sandwich
Scaffold
•P.A.T.S on the Back
•ABC Feedback
Model
Online Options
Voice Comments on
Google Docs
•Evernote
•Educlipper App
•Kidblog
•Schoolology
35. Peer-To-Peer Feedback
• Receiving and Giving Effective Feedback
• The Art of Feedback: 5 Tactics that Work
• Three Things to Do Before a Feedback
Discussion
• Building Trust Through Feedback
42. Contact Info
• Twitter: @jenmarten
• Blog: teach from the heart
• Skype: jenmarten
• Websites: Feedback
Tech in the Classroom
• Linkedin: jenmarten
• Email: jmarten@tds.net
Notas del editor
AAU story
Mrs. Wilson story
Phil of Ed story & psych story
Timing - students need feedback while they are still mindful of the learning target AND while there is still time for them to make changes
Amount - enough so students understand what needs to be done but not so much it's overwhelming/unattainable
Mode - pick the mode that is most appropriate for the assignment/student
Audience - to reach individual student with specific feedback so that he/she knows he/she is valued as a learner
Focus - describe specific qualities of work, make observations about learning process and strategies, foster self-efficacy, and avoid personal comments
Comparison - use to compare student work to a criteria, student work to past performance, but not to compare one student to another
Function - describe don't judge
Valence - positive comments on what is done well; suggestions as to what can be done to improve
Clarity - make sure students can understand the feedback
Specificity - offer guidance, be specific, but don't do the work for the student
Tone - communicate respect, inspire thought, help student become active in his/her learning
Adapted from Brookhart, Susan (2008) How to Give Effective Feedback to Your Students