Classroom Instruction That Works

1
Classroom Instruction That Works

• Providing Feedback

2
Providing Feedback Think Pair Share
Think of a time when feedback made a difference
in your learning. What did the feedback look
like and what difference did it make?
3
Generalizations from the Research Providing
Feedback
1
Feedback should be corrective in nature.
4
Generalizations from the Research Providing
Feedback
2
Feedback should be timely.
5
Generalizations from the Research Providing
Feedback
3
Feedback should be specific to a criterion.
6
Generalizations from the Research Providing
Feedback
4
Students can effectively provide some of their
own feedback.
7
Video Providing Feedback

• How do the teachers in the video provide feedback
  that is
• a) corrective, b) timely, and c) specific?
• 2. How do the teachers in the video involve
  students in providing their own feedback?
• 3. How have you used these or similar types of
  feedback with your students?

8
Recommendations for Classroom Practice
Providing Feedback
1
Use Criterion-Referenced Feedback
One way is to use rubrics to clearly express to
students the knowledge and skills they are
supposed to learn and the traits of the expected
performance.
9
Recommendations for Classroom Practice
Providing Feedback
2
Focus Feedback on Specific Types of Knowledge
Information (Declarative Knowledge) e.g.,
vocabulary terms, facts, details,
generalizations, principles, concepts
Processes and Skills (Procedural
Knowledge) whether a student can perform a skill
or process without error and with fluency
10
Recommendations for Classroom Practice
Providing Feedback
General Rubric for Information (Declarative
Knowledge)
Performance Level Performance Description
4 The student has a complete and detailed understanding of the information important to the topic.
3 The student has a complete understanding of the information important to the topic but not in great detail.
2 The student has an incomplete understanding of the topic and/or misconceptions about some of the information.
1 The student understands very little about the topic or has misconceptions about most of the information.
0 No judgment can be made about the students understanding of the topic.
11
Recommendations for Classroom Practice
Providing Feedback
General Rubric for Processes and Skills
(Procedural Knowledge)
Performance Level Performance Description
4 The student can perform the skill or process important to the topic with no significant errors and with fluency. Additionally, the student understands the key features of the process.
3 The student can perform the skill or process important to the topic without making significant errors.
2 The student makes some significant errors when performing the skill or process important to the topic but still accomplishes a rough approximation of the skill or process.
1 The student makes so many errors in performing the skill or process important to the topic that he or she cannot actually perform the skill or process.
0 No judgment can be made about the students ability to perform the skill or process.
12
Recommendations for Classroom Practice
Providing Feedback
3
Use Student-led Feedback
Peer Feedback
Self-Assessment
13
Providing Feedback Key Points

• Criterion-referenced feedback (in terms of
  specific levels of performance relative to the
  learning objectives) is better than simply
  providing students with a percentage score.

14
Providing Feedback Key Points

• Provide feedback throughout a unit of instruction
  and as soon after individual assessment events as
  possible.
• Delayed feedback less improvement in
  achievement.

15
Providing Feedback Key Points

• Simply telling students answers are right or
  wrong has a negative effect on achievement.
• Best feedback involves an explanation of what is
  correct and incorrect about their responses.
• Providing this type of feedback and asking
  students to keep working on a task until they
  succeed leads to higher levels of achievement.

16
Providing Feedback Key Points

• Students benefit from participating in peer- and
  self-assessment. Teachers can help students
  learn how to give feedback to themselves and
  others by providing students with templates that
  structure this feedback.

17
Reflection/Implementation of Strategy

• What have you learned about providing feedback?
• What questions do you have about providing
  feedback?
• What changes will you make in your practice
  related to providing feedback?
• What is one specific technique or method you can
  implement right away in your classroom?