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Best Practices in Effective Feedback

Best Practices in Effective Feedback. Learning Targets. I can identify characteristics of effective feedback. I can analyze feedback to determine the level of effectiveness and offer justification. I can apply the Tips for Effective Feedback to observation feedback.

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Best Practices in Effective Feedback

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  1. Best Practices in Effective Feedback

  2. Learning Targets • I can identify characteristics of effective feedback. • I can analyze feedback to determine the level of effectiveness and offer justification. • I can apply the Tips for Effective Feedback to observation feedback.

  3. Your Experience with Feedback • Think about a time when you received feedback that you feel helped move your learning forward. Share this experience at your table, explaining why you feel the feedback helped you. • How and when was the feedback delivered?

  4. How Do You Give Feedback? • How do you give feedback? • What phrases, symbols, etc. do you use when giving students feedback? • What is the purpose of your feedback? • Do you feel your feedback is effective? Why or why not?

  5. “In a national survey conducted by Education Sector, 73 percent of teachers dismissed evaluations either as “just a formality” or as “well-intentioned but not particularly helpful to [my] teaching practice.” -Ensuring Accurate Feedback from Observations

  6. When feedback is corrective in nature—that is, it explains where and why learners have made errors--significant increases in learner learning occur (Lysakowski & Walberg, 1981, 1982; Walberg, 1999; Tennenbaum & Goldring, 1989). Feedback has been shown to be one of the most significant activities a teacher can engage in to improve learner achievement (Hattie, 1992) Asking learners to continue working on a task until it is completed and accurate (until the standard is met) enhances learner achievement (Marzano, Pickering, & Pollock, 2001). Effective feedback is timely. Delay in providing learners feedback diminishes its value for learning (Banger-Drowns, Kulik, Kulik, & Morgan, 1991). Effective learning results from learners providing their own feedback, monitoring their work against established criteria (Trammel, Schloss, & Alper, 1994; Wiggins, 1993).

  7. Purposes of Feedback • correct errors • develop understanding through explanations • generate additional learning • guide learners to correct concepts and away from incorrect ones • identify strengths that can be built on • build confidence, etc.

  8. Best Practice Strategies for Providing Feedback • Increase the value of the assessment.   • Make feedback count.   • Don't delay feedback.   • Help learners get it right.   • Ask teachers to provide their own feedback before giving them your feedback.

  9. Characteristics of Effective Feedback • Prioritize your ideas and understand their value. • Concentrate on the behavior, not the person. • Balance the content. • Own the feedback. • Be timely and ongoing. • Offer continuing support. • Be specific. • Be realistic.

  10. Receiving Feedback • Listen to the feedback given. • Be aware of your non-verbal responses. • Be open. • Understand the message. • Reflect and decide what to do. • Follow up.

  11. Feedback Sorting Activity • Divide into groups of three or four participants. • Each group will need “Tips for Effective Feedback,” two columned feedback chart, and an envelope with feedback samples. • Pull one card out at a time from the envelope. As a group, discuss the effectiveness of the feedback statement using the tip sheet and sort the feedback statement. • Continue this process until all statements in the envelope are sorted.

  12. Taking a Look at Feedback Within Observer Roles

  13. Revisiting Our Learning Targets • I can identify characteristics of effective feedback. • I can analyze feedback to determine the level of effectiveness and offer justification. • I can apply the Tips for Effective Feedback to observation feedback.

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