1. Chapter 9: High-Leverage Practice 4: Feedback

2. Types of Feedback Strategies Timing – immediate (needs to come while they are still striving for their goal) Amount – depends on topic and learning target(s), learning progressions, students Mode – written, oral, demonstrations; should be based on student’s reading ability Audience – “know who you’re talking to, and talk to them!”

3. Choosing Content Involves choices about Focus – describe specific qualities of the work in relation to learning targets Comparison – helps student decide what the next goal should be Function – describe student’s work without judging it Valence – make positive comments to describe what was done well and make suggestions

4. Good Feedback Results of good feedback Students’ work improved Students become more motivated – they believe they can learn, they want to learn, and they want to take more control over their own learning Classroom becomes a place where feedback, including constructive criticism, valued and viewed as productive

5. Principal Leadership Important to develop rapport Both student and principal give each other feedback What’s effective feedback? Non-negative, constructive From students Importance of Pattern Analysis Provides feedback in where students are having troubles Provides what needs to be re-evaluated or re-taught Re-teaching in small group vs. whole class 50% or less constitutes re-teach Preview material