Feedback Search Results

Episode 87: Moving from Feedback to Feedforward

…teachers, we pretty much give feedback all day long: We tell students how they can improve on assignments, we praise them for things they’re doing well, we correct their incorrect responses, and we redirect them when they behave in ways that aren’t helpful to learning. And that’s just the students. We also give feedback to our colleagues, although in most cases, these exchanges don’t happen as often or as freely as they probably should. We receive plenty of feedback as well, from our students, their parents, our administrators, and our peers. And we encourage our students to give feedback to…

Moving from Feedback to Feedforward

…Way We Give Feedback? When we give feedback to our students, or when our co-workers or administrators give feedback to us, the focus is on the past. “People can’t control what they can’t change, and we can’t change the past,” says Hirsch. “And that happens to be the focus of most of the feedback that we give or receive.” More specifically, backward-looking feedback doesn’t often get good results for three reasons: It shuts down our mental dashboards. “When we get negative feedback about something that we can’t change or control,” Hirsch says, “our brains flood with stress-inducing hormones, cortisol, that…

Flash Feedback: How to Provide More Meaningful Feedback in Less Time

…Better and Faster—Without Burning Out, and this very site has excellent suggestions here, here, and here), but if teachers want to provide timely, regular, formative, and meaningful feedback, we need to diversify our practices. Feedback, after all, is just a teacher’s response to something, and we can meaningfully respond to different assignments in a multitude of ways, many of them only taking a minute or two. I call these practices Flash Feedback, and while they come in small packages, they can pack a serious educational punch. Characteristics of Flash Feedback Teachers can take countless approaches to Flash Feedback. The exact…

Delaying the Grade: How to Get Students to Read Feedback

…assessments in a way that really force the kids to understand the importance of the feedback I give them, in terms of preparing them for these summative assessments. In that sense, as they craft the formatives I am giving them constant “live” feedback: I can look at what they are doing on their Google Doc and make comments as they work. In addition, when they finish the piece, I can give them overall feedback, so they can use these to figure out where they would be in terms of meeting the standards, which are in the rubric. The formatives don’t…

5 Reasons You Should Seek Your OWN Student Feedback

…idea! It allows students to have some agency in the classroom so they are more invested in learning and assignments. I love the idea of “Friday Feedback” because it allows the idea of consistent feedback to welcomed. It seems like it could even encourage students to read feedback on their own assignments and make feedback something positive rather than negative! Additionally, by doing it every week student can be more comfortable sharing and gives them an opportunity to reflect on their past week. Thinking about what worked for them what didn’t and also what they took away from the week…

Principals: Are you brave enough to ask for staff feedback?

…this is the year you take a deep breath and ask. Getting Quality Feedback…for Real It’s possible that you think you’ve been asking for feedback, but you have been doing it in a way that isn’t producing results. Maybe you occasionally mention something general to your staff like, “Hey, if anyone ever has suggestions or feedback for me, just let me know.” Or in your start-of-the-year speech to the faculty, you mention that you have an open-door policy — teachers should feel free to talk to you any time they’re having a problem. Only two types of employees will take…

EduTip 4: Hold off on most feedback until AFTER a task is done.

…to learning. Feedback given soon after a task is completed results in more accurate and long-lasting learning. The theory behind this is that too much feedback during a task robs the learner of the opportunity to develop their own internal sense for how to do the task correctly. They can become dependent on the feedback and, once that feedback is removed, be unable to self-correct. By contrast, when a learner gets feedback after a task, they can take that information into the next attempt and continue to hone their own neural pathways that tell them the right way to do…

9 Ways Online Teaching Should be Different from Face-to-Face

…different requirements about grades or no grades, pass and fail,” Kitchen says. “This whole environment really needs to be supported by communication and connection. If I’m to receive an A or a 95 or a 65, that doesn’t necessarily tell me as much as verbal feedback or print feedback to what I’m doing right, what I can improve on.” So when teaching remotely, put the emphasis on formative feedback as students work through assignments and tasks, rather than simply grading them at the end. Most learning management platforms, like Google Classroom, have built-in features for giving feedback. Use these as…

Episode 79: Retrieval Practice with Pooja Agarwal

…making errors, or they were retrieving in accurate information, there’s lots of research that that original retrieval benefit is valuable, and then providing feedback, after that correct information or the lack of information, is especially critical. So we did this in middle school classrooms where we had students retrieve, and we compared retrieval with no feedback vs retrieval with feedback. And even that simple amount almost corrects students’ misinformation with a simple amount of feedback. In other words, it’s okay if students make mistakes, because we all know we learn from mistakes and doing that is part of the retrieval,…