Feedback Search Results

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…

Episode 175 Transcript

…breakout rooms in Zoom. Those were great for this, but this shows up a lot in my conversations with students or in our reflections. So if a student gets feedback on a specific task or assignment they were doing, the piece I like about this is they take that feedback, and then we have a reflective space where they sort of step away from the assignment. They read the feedback. They process it. They step away from the assignment, and they use that to go back to this learning progression, this HyperRubric, and really say, okay, based on what I’ve…

How to Turn Rubric Scores into Grades

…given both feedback and number or letter grades, their motivation often drops and they tend to ignore the written feedback (Butler & Nisan, 1986). My own experience has proved this to be true; I have often spent hours giving written feedback on student writing, but found they often ignored that. Now I know this was because the feedback also included a grade. No-grades advocate Alfie Kohn, in his piece From Degrading to De-Grading, recommends that teachers who want to avoid this effect “make grades as invisible as possible for as long as possible.” With that in mind, in this round,…

Know Your Terms: Holistic, Analytic, and Single-Point Rubrics

…move to a holistic rubric, and it made grading way faster, but more importantly, I thought the numerical grade was much more accurate and consistent. (Score 6 would get a 95, 5 would be 85, etc., and I would give + or – for 3 more or less points). For feedback, I would annotate and underline/circle the parts of the criteria that they struggled in or did well in and left an end comment. And while I had them turn in a draft that I would give feedback on, I didn’t use the rubric for the draft feedback. Just comments…

A Few Ideas for Dealing with Late Work

…an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade. Those who hand in late work must accept whatever score they get the first time around. 2. A Separate Work Habits Grade…

Episode 99: Six Strategies to Quality-Check Your Tech

…through it and that delayed feedback after they had put in a lot, it was crushing. GONZALEZ: Yeah. GUPTA: It was the kind of thing where it’s like, this is not motivating for me. And then, you know, they’d get the one out of 10 and then there’d be like, oh, and here’s all these tips and kind of hints and whatever. But then they have to go back one by one. Just the design of that without instant feedback — GONZALEZ: Yeah. GUPTA: — was soul-crushing for our students. GONZALEZ: Yeah. And so the feedback was just sort of…

Using Learning Stories for Student Reflection

…forward into our next unit as I had in previous years, I planned out an entire “feedback lesson” in which reflection would be centered rather than tacked on last-minute. This lesson — which you can see via the slide deck here from our first experience this past year — included the following activities: Students reflecting on their process prior to getting their results and sharing those reflections with a small group Students getting a chance to walk through “feedback trends” as an entire class, anticipating which whole-class trend might apply to their individual writing and once again sharing their thinking…

4 Laws of Learning (and How to Follow Them)

…to formatively assess student understanding. Effective Feedback: Feedback is most effective when it draws attention to positive elements of student performance, addresses the success criteria, includes specific advice on improvement, is presented in small, manageable units, and is given soon after the student attempts the task (Australian Institute for Teaching and School Leadership, 2017; Shute, 2008). Using Flash Feedback techniques like targeted response and microconferences allows you to give more feedback more efficiently. Learning improves most when students are given feedback without grades (Black & Wiliam, 1998). A strategy like Kristy Louden’s Delaying the Grade allows students to focus on…