Download presentation
Presentation is loading. Please wait.
Published byPriscilla Crawford Modified over 6 years ago
1
Using Instructional Feedback as a High Leverage Practice
Ryan Green - SDW Summer Institute 2017 Instructional feedback can have a great impact on learning and student achievement. This session will explore ideas to help you promote the right student mindset so that learners are more likely to respond to your feedback with growth. During this session we will reflect on the current ways we use feedback in our classrooms and we discuss strategies that might provide new opportunities for your students to respond to feedback in your classroom. Introduction and “why” for a presentation on feedback.
2
Feedback is... Feedback is...
How would you define feedback? Take a minute to write out your understanding of what feedback is on a post-it note. Feedback is... information about how we are doing in our efforts to reach a goal. (Wiggins, 2012) Share your name, school, and your definition of feedback. You can only share what is written on your post-it! Definition - tennis ball example
3
Feedback vs. Advice Evaluation
“The first few paragraphs kept my full attention” This statement describes a result of the student’s actions. “You need more examples in your report.” This statement isn’t very specific or helpful, and the student might not even recognize the issue the teacher is trying to address with this advice. “I’m so pleased with your poster!” When we make only value judgements we provide no information that is actionable for the student. Define each Practice sheet (in groups) We are responsible for all three, and all three are typically included under the umbrella of “feedback” as it relates to our instruction and our building goals. It may sound like splitting hairs but recognizing the differences and striking the right balance can help us in our interactions with students, which can cause our feedback to be more effective. I maintain that an important piece of effective feedback is that we don’t do too much thinking for the student! Ask questions like, “What have you tried so far?” and “What do you think you could do next?” or “What else could you add to this paragraph?”
4
Mission # 1 Mission # 2 Build a paper airplane. You have two minutes.
Build a paper airplane. You have two minutes. Before the time starts, find a partner or group of three and give each other feedback on the airplanes from mission #1. While you work, continue to give each other feedback on the building process. The goal is to create a plane that can fly the greatest horizontal distance.
5
Mission Debrief How were the two tasks the same and how were they different? What did the feedback look like, feel like, sound like? What feedback were you seeking out (and from who)? In general, which mission was more successful? The second task not only included feedback, but it had a much clearer learning target or goal. You also had additional models to work off of for the second mission.
6
Feedback has an incredibly large effect size! (1.13 to be exact)
While the effects of feedback are overall positive, they can be remarkably variable due to ineffective feedback (Hattie, 2012). How can we make sure that the feedback we are giving is effective? That is what is referred to as a cliffhanger!
7
Brain Break! Feel free to stretch your legs or get a drink while we enjoy this video from gonoodle.com!
8
The Cliffhanger... How can we make sure that the feedback we are giving is effective? If you’re looking for The Silver Bullet - "Here is what to say to students, every time…” I am sorry to disappoint. Research has identified some themes that we can use to help ensure we are giving effective feedback.
9
From 7 Keys to Effective Feedback (Wiggins, 2012):
Feedback Essentials: Goal-Referenced Tangible and Transparent Actionable User-Friendly Timely Ongoing Consistent Trust Growth Mindset From a SDW Standards Based Grading Document: Effective Feedback Should: Focus on what is being learned (target) and how students should go about it (success criteria) Occur as the students are doing the learning Provide information on how and why the student has or has not met the criteria Provide strategies to help the student improve Were these feedback essentials present in the feedback that we were giving and receiving in our paper airplane missions? I would again caution you against doing too much of the thinking for the student (provide strategies to help the student improve Several articles that I’ve read also bring up the idea of developing trust with your students. In my experiences none of this matters if you don’t have the trust of your students. I would argue that it might be the most important key to effective feedback, and one of the most important overall factors that will determine the success of any teacher. Students also need to have the correct mindset in order to use the feedback to make changes.
10
Classroom Culture and Growth Mindset
Promoting the idea that intelligence is not a fixed trait, and that with hard work you can grow your knowledge and capacities. Using language that focuses on effort and strategies as opposed to an end result or completion of task. The power of “Yet” Developing relationships takes time, but it is time well spent when it helps to create an environment where students are empowered to take risks. When you have their trust, they will be ready to listen to your feedback.
11
Brain Break! Feel free to stretch you legs and get a drink while we enjoy this video about Growth Mindset from classdojo!
12
A Waste of Time? Picture this scene: You’ve spent hours upon hours writing thoughtful comments on student work. You pass back the project or assessment, and you watch as students take a quick glimpse, and then shove it in their folder. In your experiences, what strategies or actions have been most effective in engaging students with feedback? Post-it quick write Examples: Conferencing, marking only that there are errors and have the students find their own mistakes. Get the kids to think.
13
Providing instructional feedback takes time
“But There’s No Time!” “Although the universal teacher lament that there’s no time for such feedback is understandable, remember that ‘no time to give and use feedback’ actually means ‘no time to cause learning.’ As we have seen, research shows that less teaching plus more feedback is the key to achieving greater learning.” (Wiggins, 2012) Conferencing at the secondary level is challenging.
14
The Cliffhanger… revisited
How can we make sure that the feedback we are giving is effective? First build a relationship/trust with your students Build a culture of Growth Mindset Prioritize feedback as an instructional practice (make time for it) Provide feedback that is timely and goal oriented Direct students towards strategies/next steps. DON’T DO TOO MUCH OF THE THINKING FOR THE STUDENTS!
15
Final Brain Break! Get up and move! Give three different people a high-five and find a new group of three people for our last activity (teachers you haven’t worked with yet today).
16
Application Time: Article Jigsaw
Know Thy Impact - John Hattie Includes more detail on ways to make feedback more effective as well as a look at different levels of feedback from task feedback to process feedback to self-regulation feedback. 7 Keys to Effective Feedback - Grant Wiggins Explores Feedback vs. Advice vs. Evaluation as well as a deeper look at the “7 Keys” that were listed earlier in this presentation. Making Time for Feedback - Douglas Fisher Details different types of student errors and suggests how understanding different types of errors might help teachers focus feedback to make the best use of their time.
17
Sources Chappuis, J. (2012). How Am I Doing. Educational Leadership, Fisher, D., & Frey, N. (2012). Making Time for Feedback. Educational Leadership,42-47. Hattie, J. (2012). Know Thy Impact. Educational Leadership, Wiggins, G. (2012). 7 Keys to Effective Feedback. Educational Leadership, 11-16
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.