Step 4: Reinforce- Pages 81-102
Effective feedback begins with clearly defined and
clearly communicated learning goals.
This chapter had me reflecting about not only student feedback but teacher feedback as well. Not only do students need clearly defined and clearly communicated learning goals, but so do teachers. Teachers should also have goals or targets that are reinforced through continuous feedback, as well as building leadership. Sprenger (2018) suggests that routinely providing feedback and reinforcement (by teachers or peers) to students will improving learning results. Would this be the same for our teachers? Do our teachers need feedback and reinforcement?
As teachers, how do we like to be given feedback? This caused me to reflect more on what the author was conveying in this chapter. "The type of feedback you use, as well as your timing and your method, can alter your students' (& teachers') motivational state." (Sprenger 2018)
Positive feedback is the reinforcement that makes students (& teachers) want to keep doing what they've been doing
- Positive Feedback:
- Reinforce immediately
- Reinforce any improvement, not just excellence
- Be specific in your reinforcement
- Continuously reinforce positive new behaviors
- Intermittently reinforce good habits
NegativeCorrective Feedback:- Focus the evaluation
- Point out the original goals
- Identify responsibility
- Communicate specific components
- Discuss a new plan of action
- Confirm correct results
Watch the following video~
After watching the video, identify the positive and corrective feedback that she suggests we give our students. What parallels can you draw from both our reading this week and the video? Try to recode your takeaways from this week's reading.
The “Elearner Engaged” video recommended three things regarding feedback. First, teachers should refrain from “judging” when offering “corrective” feedback. Instead, rephrase it so that students know how to improve their work. Colbert and Knapp (2000) call this “discussing a new plan of action (as cited in Sprenger, 2018, p. 90). Second, we should focus our feedback. Focus on the most important area of improvement first. This is the same concept as “focus the evaluation” (Sprenger, 2018, p. 90). Third, allow resubmission. Grant the students the opportunity to resubmit their improved work. The above summarizes and reflects on the parallels between the video and book.
ReplyDeleteHere’s my summary for what I learned about “positive” feedback, and how I applied it in the past. For “positive” feedback, Sprenger (2018) suggests that we give it immediately, reinforce improvement, and be specific. For example, I used to give my fifth graders the most “corrective” feedback on their essays. Their writing process had five steps: “prewrite, write, revise, edit, and publish,” and every step was completed each day. Of course, I’d check their work during every step except “publish.” So, “corrective” feedback was guaranteed the next day. As a result, they had three opportunities to resubmit their work. In comparison, I offered immediate “positive” feedback during their oral presentations and encouraged their peers to do the same. Then, the “corrective” feedback would be given in private. Overall, this chapter reaffirmed that I was doing something right. PLA #103
This corrective feedback to 5th graders is helpful because I will be teaching them this fall. I'm coming from kindergarten and I know that feedback will look a lot different in the upper elementary classroom!
DeleteHi Amanda,
DeleteEnjoy teaching 5th grade! They're a lot of fun! Feel free to let me know if you need any resources! :)
PLA #103
The video wanted us to know 3 things:
ReplyDelete1. We as teachers need to try to avoid judging our scholars when giving out corrective feedback. As humans, it is extremely easy to judge something before giving feedback that guides someone in the direction you would like them to go. Think before you act on the feedback that you are going to give a scholar. Scholars can feel discouraged by this type of approach and instead we need to tell scholars how their work can become better than it was. The book also relates to this idea when they mention the topic of discussing a new plan of action.
2. Next, we need to put focus into our feedback to scholars. We need to focus on the most important area for our scholars first and foremost. Sprenger discusses in the book that it is important to focus the evaluation that we give towards our scholars. Think about the one thing that you would like to stick with your scholars- what is the one thing that you would want them to have as a takeaway.
3. Lastly, we need to allow resubmission from our scholars. We need to allow the scholars to improve upon work that has already been turned in in order to better their work.
Positive feedback is something that I am consitently making an effort to utilize in my classroom with my scholars. 1st grade is a huge learning year and I know that when giving my scholars words of feedback or criticism I need to be careful with my choice of words. It does not take much to discourage a 6 or 7 year old, and that feeling of discouragement can go on with them for a long time. The most difficult task for my students this past year was spelling out words on their own. The writing portion of our day became one of the most frustrating periods for my kids. I always encouraged my scholars to spell out the words they did not know on their own. I provided them with corrective feedback, and sat near them to work through the words with them after they had already tried on their own. The difference between this and me just giving the students the correct spelling is the knowledge they gained. Once I helped the scholars and gave them a sense of “resubmission” to try again, the scholars remember the conversation about why a certain letter was right or wrong. Sprenger tells us that feedback is the reinforcement students need to remain motivated. I never want my students to feel unmotivated and to not want to try something on their own.
-Brianna Cosgrove, GVPLA
Hi Brianna,
DeleteYou nailed it with the early learners. We have a challenge with feedback, because many of our students are used to being done with their first attempt. Some are still afraid to attempt, so the difficulty is creating that risk-taking environment where children are ok to make mistakes and then fix them. I reiterate that all year long, that learning is making mistakes and then helping each other to fix them. Good point!
As Ebony and Brianna mentioned, the video explains that the corrective feedback does not include destructive judgment. The feedback needs specific details on how to improve their work. This agrees with the studies mentioned in the book, that “explanations are more effective than simple acknowledgments that answers are correct (Sprenger, 2018, p. 83).” I would add that it is ideal to prepare the students for the worst. Seeing one feedback might be devastating for the scholar. Stoicism suggest to mentally go through the worst-case scenery that one is worried about, and mentally prepare for such a situation. Also, preparing the students to see the feedback and a disappointing score objectively instead of personally helps scholars (and myself) to reduce myelin to think clearly.
ReplyDeleteAnother suggestion that the video pointing out when giving corrective feedback is to have a main objective. What is the one thing the teacher wants the scholar to walk away with. This reminds me of my previous student that would cry when he saw his paper. It was too overwhelming, even though he did okay. Having him focus on the one thing that I want him to walk away with allowed him to think clearly enough to achieve our goal.
Finally, the video mentioned that the teacher needs to give the offer to implement the project again. “Information must be ‘perfect’ before it enters permanent storage (Sprenger, 2018, p. 82).” The teaching environment is fast paced. However, in small groups, they can have the opportunity to resubmit the assignment. Once the student has the tools to be successful, they will be able to gain self-confidence to achieve more success. This video is a wonderful demonstration of how important resubmission is: https://vimeo.com/38247060.
My main takeaway was when I read how the students who believed to be smart did not have a need to improve. However, the students who believed that they excelled through hard work performed better (Sprenger, 2018, p. 98). This confirmed my effort in complementing the child’s works and avoid saying “good girl/boy” or “good job”. I am not saying that it is wrong to say such complements. However, as a teacher, it is ideal to complement their work/action. These complements will reinforce that it is by their effort and less on their abilities that they are able to succeed.
I also want to point out that the best way that I give constructive feedback is to become a team player using the Socratic questioning. This technique supports the child to come up with their own conclusions (Sprenger, 2018, p. 94). This practice gives the child a life skill in objectifying the situation, so they do not get overwhelmed. Also, it creates the habit in asking the right questions and taking the right steps to solve their problems independently.
Ohhh boy was I ever making marks in this chapter!
ReplyDeleteFirstly, from the video we learned that we should not 'judge' one's first attempt at meeting a goal. Instead, we should find the one big thing we were trying to achieve by teaching the lesson, and identifying ways to improve the learner's next attempt at achieving that essential concept.
From the reading, (my most favorite part) was page 89, the questioning technique INCLUDING specific examples for students to come to their own conclusions about completing a task as they learn new information. This has been a challenge for me, in every way, as a teacher. You see this 'birdhouse' and think ohhh where did I go wrong??
I personally connected to this chapter in two ways, as a teacher and as a student. As a student aspiring to be a teacher, I submitted my lesson plans to my professor and she quickly returned it. She had marked all of my grammatical errors, commas in the wrong place, should have used a semicolon here, etc. I wondered if she even read my lessons because there was no feedback on the content. Isn't that what the point is for lesson planning? Had I known we were being graded on grammar and punctuation, I would have spent less time focusing on the teaching. Frustrating!
As a teacher, I spent some time at a preschool using Reggio Emilia, which is very strongly focused on following children's lead through the learning process. We were told to never answer a child's question, but to guide them through their thinking using questions. The result was teaching children to think, instead of teachers thinking for them. Page 89 was most helpful in using the questioning process to get students to think about their own work, and steps toward improving it. I knowwww that questioning students is most effective, but I don't knowwwww the proper way to question students. My intentions are in the right place, but my questions were not encouraging thinking so much. The challenge now is using the chart in kindergarten friendly terminology. Kids have curious minds and naturally they are good thinkers. It's just always been, how do I get them there?!
Another one that struck a chord is the 'no feedback' option. As a teacher, I feel like we are being evaluated constantly. Sometimes it feels that I get more feedback on things I question in my planning and execution methods from my teammates. Often times, we have a room full of students and almost the same number of adults who are observing and taking notes....only to get no feedback.
I have made it a point in my classroom, to explain to students how they are doing as we move through the year. I have even spoken to our school leader about the possibility of changing report cards to more parent friendly versions that are color coded (as suggested in the reading) and visually represent our data and where their children lie on 'the grand scheme' of kindergarten. I hope we continue to explore options on report cards, since it's a huge amount of feedback for children and their families. It should be meaningful to them.
So! This chapter was one of the best. I feel like I already do some of the things mentioned, but will be able to improve my questioning 'skills' by adapting the chart on page 89. Using the advice on the video, I can also focus my feedback on one critical change that will help scholars improve their learning on their second attempt.
As several people have stated, the 3 main suggestions for feedback are as follows.
ReplyDelete1. Avoid judging
2. Give feedback
3. Allow resubmission
I learned very quickly in teaching middle school that students don't want to be noticed or judged for anything! My classroom has to feel very safe for these scholars to be brave enough to even raise their hands. So in my feedback to students, I am always positive with them. Also, I never allow other students to judge their work either.
In giving feedback, I try to positively let students know what they did right as well as where they need to improve. I try to make feedback a more fun and positive talk or quick chat so the students don't dread my approach.
Lastly, I always allow students to correct work, even tests. Students know I won't change grades on tests but those who want to correct can do so for their own growth. In class work and homework can always be resubmitted. This seems to take away a pressure on the students and they allow themselves to make mistakes which is part of learning.
Greeting fellow readers,
ReplyDeleteThe reading and video this week reinforced practices I began using early in my teaching. Not because I had learned them and was implementing a particular best practice but because of the age and content of my students. Leave judgement out of my assessment evaluations. I had this luxury because the subjects I taught were open to interpretation and how the students were able to communicate and defend their position was key to the assignment rather than something empirical. One of takeaways this week is how interesting it is to read something and then come see how other educators teaching various grades are able to interpret and utilize this information differently. The skills being developed might be the same but our scholars require different things from us at different ages. However, leaving judgement out of the process keeps us from having to justify our evaluation. I have found rubrics go far toward that goal by really keeping us focused on the goals of an assignment rather than what we personally feel or our reflexive response.
For instance, an objective set of goals with accompanying criteria might have given the birdhouse in the video example a much higher score than just evaluating. Regardless of do-overs and resubmission. For intense is goal to replicate a specific birdhouse or to make a birdhouse? The outcomes would be very different even using the same materials. Our evaluations are best when we are very clear about what our goal is and how we will evaluate it as Jene’s story about lesson planning demonstrated.
Here is where questioning or Socratic questioning (Sprenger, 2018) would fall into place and fit nicely within a rubric clearly demonstrating how we will evaluate but also this helps our scholars understand what they are being asked to do. For instance, the use of rubric given to scholars beforehand helps the scholar know what areas to focus their work on and what to include while eliminating the inclination to use judgement. If we are less than clear in our instruction we are left with no choice but to make judgments calls about what was included or left out of our scholars work while gaining little insight to how well our scholars understand a given subject. Rubrics of course would have to be scaled to the appropriate development level of our scholars but serve them we in life. As I looked at the page 92 I was struck that most of those questions listed had been part a grading rubric I’d used before and it was nice to know I know I had lucked into something I did to be more fair and equitable actually turned out to be instructionally sound as well.
Mikael Badgett
TLJA
Good afternoon Mikael,
DeleteI like how you mentioned integrating the use of "Socratic questioning" along with the creation of student rubrics (Badgett, 2018). The "Socratic Questions"(from page 92 in our textbook) have some great examples of guiding questions. Pairing these questions, along with a rubric, could be a very effective way to get students to move into a deeper mode of reflection.
Thanks for sharing.
Kind regards,
Christine Weatherby
Thea Bowman Leadership Academy
cweatherby@tbla.email
The video this week focused on ways to give positive feedback to students. One thing she focused on was that positive feedback does not focus on judging the student’s work. Simply judging the student’s work does not help them correct the problem, but instead can cause feelings of frustration and being discouraged. The video also focused on the fact that the feedback given to students should be concrete. It should be specific and focus on one thing at a time. If students are given too many things to correct and once the task can become overwhelming. By giving them things to fix in increments, it gives them a chance to master one skill before moving on to the next. Finally, the video focused on the fact that students should be able to have a chance to resubmit their work. Resubmission gives students a purpose for taking the feedback and making the necessary corrections.
ReplyDeleteWhen giving feedback, I always try to focus on the positive. Writing conferences I have with students are the best example of this. When I conference with students on their writing, I often talk with them about “two stars and a wish”. With the two stars we discuss two things that the student has done really well. I use the “wish” as my feedback and to what the student can work on. I choose one thing as their focus. The student then gets his/her chance to “resubmit” that work to me when we conference again. The first “star” I look for is the “wish” I had at our last conference. The feedback is concrete because the student knows exactly what I want him/her to work on. The correction is small enough that he/she will not be overwhelmed by suggestions. Feedback is also immediate because it is given while we are conferencing.
Deb Daniel
Timothy L. Johnson Academy
Hi Deb,
DeleteI like how you give you feedback. Thanks for sharing!
Ebony Monson
PLA #103
Love, love, love the idea of "two stars and a wish". Thanks for sharing.
DeleteGood afternoon,
ReplyDeleteWhat’s wrong with a postmodern birdhouse anyways? :- )
This week, I enjoyed learning more about the timing and methodology for reinforcement. While “where” we give feedback is important, we must be discerning to provide the “kinds” of feedback in the “ways” that can be received by students. The goal is to bring about growth; therefore, sometimes “less feedback” can be “more effective” if it can be practically applied. Breaking feedback down in bite size, manageable chunks could make more sense, and could be a more effective method to bring about the growth we desire in our students (as even in us, as teachers). In the video, the speaker, talked about the importance of providing feedback about the most essential elements e.g. the structure of the birdhouse. For instance, the hole must be small so that other animals, like squirrels, could not climb into the birdhouse. After all the home is there to protect them. So, the paint, and aspects of the postmodern design are not that important. In fact, someone may have created a new design. We need to judge less, and, step back with the items that are less important for growth. Also, there is more than one “correct” way as long as it is structurally sound.
The following contains my responses to the “Elearner Engaged” (2012) video:
Identify the positive feedback-
One thing that I observed, was that “Elearner Engaged” tried to be “specific in [the way they went about] reinforcement” (which was one of the positive feedback ideas from page 89). For instance, instead of overwhelming a student with tons of feedback, she focused on what was most important e.g. “structure” -or, making the birdhouse structurally sound. How this might play out in an English course, is that instead of marking up a paper with tons of feedback that could overwhelm a student, break feedback down in manageable chunks, which could mean just focusing on “did I build a good argument in my thesis statement.” This does not mean that the other items are not important. In fact, by focusing on manageable chunks, then students could take in more during another stage of feedback.
Identify the corrective feedback –
One thing that I observed was that she tried to “discuss a new plan of action” (which was one of the corrective feedback ideas from page 90). For instance, she tried to emphasize how to help the students to compose a birdhouse using a stronger structure (this was the item that she felt was the most important).
What parallels can you draw from both our reading this week and the video?
What stood out to me from the book was: “reinforce any improvement, not just excellence” (p. 89).
What stood out to me from the video was: “don’t judge when you give feedback” (“Elearner Engaged, 2012).
Both seed to intersect, because, they approached feedback from a standpoint of growth (not perfection).
Try to recode your takeaways from this week's reading.
Giving feedback is important for growth; however, how one implements feedback is important if it is going to be well received by our audience (students). They are not going to listen if we judge them, make them feel bad, or overwhelm them with too many comments. Instead, we may want to consider focusing on “chunks” or smaller feedback where we try to let them take away just 1-3 of the most important items at that moment. This might actually be more helpful in the long run. Also, look for opportunities to let students resubmit an assignment after editing and revising, to show how, why, and to what extent that they have tied to practically apply the feedback they received. I think it is important for them to practically apply the information. I really liked the idea of giving them opportunities for editing and revising, and chances to resubmit, in order to get it right.
Kind regards,
Christine Weatherby
Thea Bowman Leadership Academy
cweatherby@tbla.email
Christine,
DeleteI like the way that you described specific reinforcement by allowing students to focus on one thing rather than being overwhelmed by everything and trying to figure out what they could improve on. I also like the idea of giving students back the feedback in chucks. I always hated when teachers marked my paper all up!
Jacqulyn Ison,
PLA 103
I work with struggling readers. They know that they lack the single most important tool for success at school. They know that by not having that ability to read, they are open to ridicule from fellow students and even adults. They do everything they can to distance themselves from the place and people that remind them that they can't read. These students would prefer to get in trouble and be sent out of the classroom than be embarrassed in front of their classmates. Most of them have received A LOT of feedback. But most of it has been judgmental from peers and even family members. They are like fragile seedlings that will snap with the slightest external force.
ReplyDeleteI loved this from Sprenger on page 83..."Feedback is effective if it "feeds forward"--If it "used by the learner in improving performance"...feedback that concentrates on evidence of what students were thinking and not merely about whether their answers were correct-- leads to more improvement in learning than simple knowledge of results. Explanations, therefore, are more effective than simple acknowledgements that answers are correct.
I think feedback has to feed forward. It has to give them hope. Most of my students have lost hope that they will ever read. They tend to think it is something that is just easy for some people and some people never learn to read. They have decided that they are part of the latter group. Feedback helps to change that mindset. I love Deb Daniels idea on feed back..."two stars and a wish"... with dependent readers you have to be that gentle or they break. A "wish" is such a gentle word and has no negative connotation to it. Also giving two positives to one change is magnificent.
I also like the Mueller and Dweck, 1998 study on Sprenger page 98. I had heard this study on NPR awhile ago. I try really hard to focus on hard work instead of intelligence. I tell them stories about people that succeeded because of their hard work instead of intelligence. I love that we now engage students in their goal making. My students love to look at their success on graphs and we relate it back to their hard work.
I love the Socratic Questions by Richard Paul. I do think they can be difficult for dependent readers. But that doesn't mean I shouldn't use them. My students often have hard time expressing their ideas. But I'm confident the more we use them the easier it will be.
The video and the chapter this week talked about feedback and what it is and what it is not. In the video she talked about feedback being used not as judgement but a way to improve quality. That was an ah ha for me. She talks about making an assessment of where the scholar is at and then as the teacher figuring out what you want your feedback goal to be. After you figure out what you want your scholar to improve on then your feedback needs to be an essential piece, scholars should not have to go back and dig through the conversation to figure out what you did not like. After the scholar has received the immediate feedback and understands what needs to be improved on they should be allowed to go back and rework what is missing and then have the opportunity to resubmit the work.
ReplyDeleteAs a teacher, I feel I do this very well in writing but it made me think how do I do this in reading, math, etc. And I had to ask myself do I do this?????
I really liked the chapter from the reading. It was very important for me to read this a couple of times. The first thing that caught my attention was the mental note on page 83 that stated, This is not time for a grade. This is only the launching of student learning. This paragraph ended with you understanding that feedback is only good if it helps a scholar want to improve their work. I think about when I give my feedback, a lot of the time I do it in whole group but what about when I am grading a paper and then put it in the scholars mailbox. Has the scholar even looked at it??? If so what does it matter, I have already entered the grade into the grade book.
The second statement that caught my attention and was reinforced in the video was on page 85, Feedback provides the reinforcement students need to remain motivated and to want to do better. Again, in the video it was stated what good does feedback do if we don't allow our scholars to resubmit their work.
There are some things that I want to take to the classroom with me in August and really try to make them part of my conversations with my scholars in every subject. In the book it talks about using positive feedback as reinforcement to make a scholar want to keep doing what they are doing. The book states that it is important to reinforce immediately. The one thing that I really want to work is that reinforcement should be for any improvement, not just for excellence. The paragraph talks about how it is easy for us to overlook the little things that scholars do to help keep them motivated. The one thing that I really need to work on is being specific with my reinforcement. I never really thought about giving positive feedback when a scholar thinks outside of the box. In my head I give that scholar kudos but I am not good at doing it out loud.
I am really going to try to use reinforcement in positive ways to help my scholars want to improve on their work for their satisfaction not mine!
From the video I learned that it is important that you aren't judging students when providing feedback. It is important that students have constructive feedback and are able to try it again and build on their skills that they have. When providing the feedback for students make sure that you are focused when talking with students. This is huge for students when teaching them, especially students with an exceptionality. Many times students are given feedback that isn't constructive and they aren't allowed to try again. How are students suppose to learn?
ReplyDeleteThe book had a quote: "Failure grows the brain by adding myelin." Too many times are students are failing and not given any type of success in and out of the classroom. I feel as though it is our job to make sure we show success to these students.
I find it very important from the reading that with feedback it provides students to remain motivated. We, as educators, have to make sure that we are providing the correct feedback to keep students engaged and wanting to learn. In the end, educators can then reinforce and assess once we have given students the chance to succeed and they understand the expectations.
Next year, I really plan on focusing and working with scholars to stay motivated through the positive feedback and allowing them to work on a project or paper again after we have talked. I also took away from the reading that I need to offer students a model of what I am looking for. Even if it is completing a project, homework assignment, class assignments, etc.
Courtney Singleton
JRPLA Special Education
The video highlighted how to apply corrective feedback. She first mentions how we need to stay away of using our opinion and trying to be objective in our improvement plan, refrain from judgement. Then she refers to the problem we encounter a lot as teachers, which is a product that needs a lot of work to improve. It is interesting and essential to start with the basics. For example, she suggests starting with the foundation of the bird house, I immediately went in my mind to my students when they cannot read, we sometimes have to step back and go to the reading foundations and see where the students need reinforcement to be successful. The last reinforcement strategy she mentions is resubmission, this is something I do not implement as often as I should, with the excuse of time and needing to move on. I will be more mindful in applying this technique more often, as it reinforces mastery in the long run.
ReplyDeleteEach week I read and think this cannot get any better, as the weeks go by I have enjoyed so much taking the time to learn and get better at my craft. This chapter helped me reinforce what I am doing well during feedback, and where I can improve.
As a person, I love immediate feedback, so I can apply and improve what I am learning or working on. Therefore, with my students I practice this a lot, I teach them how to grade their paper, others (without judgement), support each other in good and unexpected results. It helps me to see who gets it, who needs more support, and it is immediate.
Also, I have used graphs filled out by students to see how they have improved through time. They love the visual and it supports math skills during reading.
In my classroom, I have used incentives for behavior and academic improvement: Example: If they change a reading level, they go straight to the top of the chart that day, I set goals for Star improvement in Dec and end of the year, and if met they receive a prize. This has helped my students take ownership of their goals, and be more successful in reaching the year’s goals.
I would like to include and try to chunk the year around goals to weekly or biweekly goals.
Motivational feedback is so important for young ones, I tend to do it naturally, I will be more mindful and make sure I apply it efficiently.
This chapter helped me understand the importance of resubmission, I really never understood why it was applicable, but after reading this chapter I get it. Yay! This will be something I will be more mindful and take time to give the chance for students to resubmit so the learning cycle is complete.
I really enjoyed reading, hearing, and seeing what the different types of feedback happens within the classroom. As others have said, I have enjoyed reading and am taking away many things that I have not had a chance to think or reflect upon in the past.
DeleteMy biggest takeaway from this video and reading this week is how important feedback makes an impact upon students and even co-teachers (peers). Every day and even every lesson, teachers are providing feedback whether it be positive, negative, corrective, informational, or developmental.
When considering positive and corrective feedback that I need to pay more attention to or focus on myself as the teacher would be:
1. Give feedback that is not too overwhelming. I can remember many times as a student myself where I was overwhelmed with the feedback I received and then in turn it led to me shutting down my thinking!
2. Pick out the most important piece from the feedback (not multiple points). By giving one piece of information, it allows students to focus on that one thing and may help them improve other pieces of their assignment/project. This may be a challenge but by giving continual feedback that is specific and most important, it will encourage their revision efforts in the future.
3. Offer opportunities for re-submission along with the feedback given. When students are able to re-submit their assignment/project, it will often promote extending learning, self discovery, and deep-thinking.
Amanda Davis
PLA@103
The How To Give Feedback video was interesting! The three main objectives that were discussed was that when providing feedback, you should refrain from judging, put a focus into the feedback, and to allow resubmission. Without thinking, it is rather easy to just tell students what they did wrong, how to fix it, and then move on when presenting corrective feedback. Instead of getting caught up in what the student did wrong, as the reading suggest, ask questions to guide the student to the correct answers and to complement on the effort and the progress of the students work. It could be easy for the student to think that the overall progress was wrong and that their efforts were not good enough. I appreciated that in providing feedback, she suggest to put a focus on the most important area that needs improvement to give students a path to work on. The most important take way that I received from the video was allowing resubmission. Once students take the time and effort to correct their focused area, they should be give then chance to redeem themselves to show that they can take constructive feedback and display it in their work.
ReplyDeleteAs a student, I've connected better with teachers that would complement my efforts throughout my finished product. I clearly remember meeting with a professor and her giving me a focused area that needed improvement. It meant a lot to me that she would allow me to demonstrate that I understood what we had verbally talked about. When I got my paper back, and she had hand wrote a note saying how much my paper had improved, I felt a sense of accomplishment that I knew what I was doing. I felt that all of my effort was worth the time. I feel like this is something that everyone wants to feel when they complete a task. I am excited to show my students that I appreciate all of their time that they put towards their learning.
I thoroughly enjoyed reading this weeks step and to learn different ways to reinforce students by using positive and corrective feedback. I've learned that by complementing students efforts rather then their work plays a huge impact on students and how they react through out their work. Students whose efforts are recognized make them feel good and want to continue putting in the effort rather than students how are just told "good job".
In connection to the video and the reading, they both demonstrate feedback that enforces any improvement in a judgment-free way. Overall, I believe that the reading and the video's end goal is to promote growth throughout students so they can learn through discovery and higher order thinking. I also believe that the video and the reading makes you take a step back and think about they way that you give feedback and transform it to be geared towards student growth. I know that the reading and video makes me think about the way that I give feedback weather it be in the tone, word choice, and if I put a focus into the feedback. I know that I will be more cognizant of the way I produce feedback!
The main focus I took from the video is "Don't judge". I had to wonder if I've been judging my kiddo's work. I don't do grades for report cards but I do give grades per se on students progress reports in their IEP's. Many times I have had them take a test that they do poorly on, I've gone over the material again and had them retake the test. I record the higher score in the progress reports. This give them an opportunity to try again. Maybe I didn't teach them well the first time. Maybe it was my fault?
ReplyDeleteI really enjoyed the Socratic Questions. It put me in mind of Bloom's Taxonomy questions. I want to try to use these more. I want to help my students to think for themselves.
I plan to give the kiddos more speedy feedback this year. As it stated on page 93 "She had between 100 and 150 students each day, that's a lot of papers to grade". "Someone must comment on it". I agree that it's discouraging to not receive any feedback on something you've worked very hard on completing.
I am planning on using a new system for teaching phonics and reading this year and kiddos will be better able to assess their own progress more. I'm very much looking forward to it. They will be more in charge of their own learning and I should be able to spend more 1-1 time with students.
Kay Clabaugh
TLJA, Special Education
Hello,
ReplyDeleteFrom watching the video and reading the chapter, I see more so now how important it is to pay attention to what we say and how we say it. I know after looking over a project a student has turned in and see the multiple mistakes I just want to give them a shopping list of what they need to fix. The video and the chapter emphasize the importance of breaking that list down. I am sure there were times when I would give a student a long list of corrections and they would go back to their seat just as confused. Sometimes students would here one correction and immediately walk away so that they can fix that correction and then come back for the next. This shows that for them it is better not to have that long shopping list of corrections. At other times, I would have my students turn in their work, I graded and then I give it back to them to make corrections and increase their grades. I wanted the students to be able to increase their grades but I wanted them to see the difference if you fix this or work just a little harder it would make a difference. I plan to give more positive feedback for effort this year.
Sohn'a Duff, Computer Teacher
First and foremost, I loved the mental note that stated, "The type of feedback you use... can alter your students' motivational state." (pg 87) It is so incredibly easy to criticize or pick apart what is wrong with a student's work. Yet we need to always put ourselves in their shoes and ask our self, "What kind of motivational feedback would be most beneficial to me?" I know that positive feedback, even when I know I didn't fulfill all requirements, is critical for me in order to stay motived and avoid discouragement. Using corrective feedback by stating original goals and a new plan of action is encouraging. Following up with positive feedback once again, by acknowledging the improvements made, is a great way to keep momentum.
ReplyDeleteIn the video, she used corrective feedback by addressing what was most important...Having a structurally sound birdhouse. Rather than using judgement, she used immediate positive feedback by pointing out that the project did indeed look like a birdhouse. Next, gave opportunity for reflection and to specifically restate the original goal in order to be sure that the student had a clear understanding. Allowing the student to have an opportunity to resubmit, and correct their original attempt after feedback, is so important! This project can then be concluded with positive feedback once again after corrections are made. Here, the teacher can confirm the results with the student and praise the student on their specific improvements.
As a teacher, I know how important feedback is. Reading this was a great reminder to remember that the type of feedback given, and giving it in a timely manner, can make all the difference! I look forward to making my feedback more motivational.
Erica Andrews, Timothy L. Johnson Academy
After watching the video, I can see why it is so important to give well thought out feedback. I liked how she used the example of building a bird house. If I was to go up to a scholar who was making his bird house all wrong, and completely tear it apart with criticism, he probably wouldn't be interested in trying again after receiving feedback. I personally love feedback, as long as it is constructive. If I am evaluated and there is something I am needing to improve on, I get angry when I don't get an explanation or suggestions on how to improve. With our scholars it is the same. They need constructive feedback that will not break them down, but give them what they need to complete the task correctly.
ReplyDeleteThe biggest take away I had was that our feedback needs to be positive. On p.82 Sprenger says, "Reinforcement, the act of encouraging and strengthening, is dependent on clear goals and targets." I liked how she used the words, "encouraging" and "strengthening". Sometimes when giving feedback, I may be frustrated because the scholar isn't getting the concept. This chapter really made me think about how to give feedback in an encouraging way, so that I am strengthening the scholar instead of tearing them down.
I also liked how Sprenger stressed that this is not the time to be delivering grades. When we reinforce the scholars, they should then have the time to make necessary changes to their work before we take it as a grade. When providing feedback we need to make sure that we are trying to see what the scholar's thinking process is, not if their answers are correct. Sprenger also talked about how if we are giving positive feedback, it will keep the scholars on task and keep them interested in their work.
Using Socratic questioning when giving feedback was also a big take away for me. When reading the section on Socratic questioning , I felt like this would be a good method to use because instead of giving the scholars the answer, or just giving them feedback, you can guide them through their thinking process and hopefully get them on the right track after you are done talking with them. I feel as if this method will give the scholars more ownership of their work, since they are getting ideas from talking to you.
Overall, my biggest takeaway was that we need to focus on the scholars efforts, not their abilities when giving feedback. We also don't want to put pressure on the scholars when giving feedback. Feedback is the only useful when we give it in a way that will make the scholars want to keep working on and not push them to give up.
Maddy Hinesley GVPLA
After watching the video, identify the positive and corrective feedback that she suggests we give our students. What parallels can you draw from both our reading this week and the video? Try to recode your takeaways from this week's reading.
ReplyDeleteThere are several takeaways from both this week’s reading and the video on providing our scholars with positive and corrective feedback. In the video on “How-to Give Feedback to Students the Right Way”, she points out the importance of not giving judgmental feedback. When educators do so, students are left with no clear expectations for understanding and/or completing their task. The next point, was to provide feedback in steps. For example, instead of telling a scholar that there are several incorrect items on their assignment, address one item at a time. This approach can take away from any confusion they may already have. Lastly, allow the scholar to implement the feedback that they received and resubmit their work.
Both reading and video spoke on the important of focusing on the key skills/ideas that we may want our scholars to learn from and build on. What helps me with this concept, is when we unpack the state standards for learning. Ideally, we want our scholars to master every part of the standards, however, small bits are equally important to having a clear understanding of the whole part. Feedback is only noteworthy when given in a timely matter. The information is still fresh on the scholar’s brain so they can go back quickly and apply the information that was shared during the discussion. When done correctly, feedback should be a pillar in our daily layout. It should be given on all areas of our scholar’s day.
The positive feedback I took away from the video would be giving only corrective feedback to what is absolutely necessary rather than bombarding students with everything all at once. She suggests focusing only on one thing that is truly important such as correcting their thesis rather than correcting spelling mistakes. Also allowing students to go back and fix what you suggested and trying again. Like with the bird house, just stating what should be fixed without allowing students to actually correct their errors does not reinforce the lesson taught. Students will gain more knowledge if allowed to correct or redo their work after given feedback.
ReplyDeleteThe corrective feedback I saw in the video would be judging students work, and giving feedback all at once. Students may have trouble honing in on what to fix if given multiple corrections all at once. She also suggests not overwhelming students with feedback.
These connect with our reading because it corresponds with allowing students time to correct assignments with the feedback that was given. The text states that reinforcement needs to be specific, and to show models of expectations showing what expectations you are looking for. This would have worked well with the birdhouse had a completed model be shown to students before they make their own.
I think the three biggest things that we were to take away from the video were:
ReplyDeleteJust like it says in the book, feedback to correct an error should not just be a list of everything the student is doing wrong. You need to think about what you wanted the end product to be, remind the student of that and then see if they can figure out a problem with their own work.
Feedback should also be focused. This makes so much sense to me. It is absolutely overwhelming to think you are finished with a task and ask for feedback and basically hear everything is wrong. Focused feedback allows a student to fix the biggest issue first. That is so important, because in things like writing a paragraph, grammar and punctuation should always be corrected after bigger issues like do the sentences make sense, is there a developed paragraph. It is easy to point out mistake after mistake, but that will not actually improve the quality of a student’s work.
After the feedback happens, students should be able to correct their work and resubmit it. Actually, to better connect this to the book, feedback should not first be happening right before a project or paper is due. It should be throughout the project, in every stage and that will help make sure students get a chance to fix a problem you have helped them find and improve their work.
My main takeaway from the chapter is the way ask a student questions so they can figure out the problems with their work without being directly told. I think that is so important, since we really want students to be able to look at their own work critically and notice mistakes as they go. I also understand that this is a learned skill, and by using corrective feedback correctly, students will get a chance to develop this skill without feeling dumb or like they are not capable. As important as positive feedback is, I think good corrective feedback can really help a student grow and feel capable. I also thought the research that showed students who are told they are smart were less likely to challenge themselves to be very interesting. I think that connects back to how positive reinforcement needs to be specific. Otherwise, how will a student know how to get that reinforcement again? General positive reinforcement seems likely to be similar to telling a student they are smart and make the not work to do anything that could call that feedback into question. It is another reason to adhere to the positive feedback requirements.
Reinforce/Feedback
ReplyDeleteThere are three main points from the video.
When assessing students work we should refrain from judging. I think as educators we sometimes let our personal feelings override our objectivity. We should remain objective.
We should focus on what is essential when assessing student work. We want to concentrate on one skill at a time. We don’t want to overwhelm the students. We want to provide a focus.
Students should have an opportunity to correct or redo the task after having adequate feedback.
Chapter 4 Reinforcement
As I was reading this chapter two words that kept coming to my mind was non-threatening environment. Feedback should be non-threatening in a non-threatening environment. Feedback enables a student to change his or her conceptual understanding before they rehearse for long term memory.
Students should not feel as if they are being graded. We should not rush to grade a students before there is clear evidence that the students understand the concept.
Key Points I Found To Be Very Interesting
Feedback that focuses on evidence/providing and explanation is more effective.
In formative assessments there is no need for grades. Students need feedback that will enable them to improve with each practice session.
Students should know the goal of the lesson in order for feedback to be effective.
Teachers should seek feedback from students about the effectiveness of their instruction.
There are three types of feedback: Motivational feedback, informational feedback and developmental feedback.
Motivational States- The quickest thing to change a student’s motivational state is to create a sudden physiological change.
The younger students benefit from immediate feedback.
The most effective informational feedback includes verbal or written explanation of what was accurate and inaccurate in students’ work.
Studying the feedback that takes place in the classroom of effective teachers.
I think when planning lesson the feedback and reinforcement should be deliberate. This chapter would be an excellent resource
Angela Posey @ Phalen Academy 103
Reinforcement (4)
Wow, reinforcement/feedback!! That's all about me setting the tone and atmosphere! The video was all about not judging, being critical, but at the same time being clear and specific about essentials for whatever the assessment. I love the fact that resubmission was brought up and encouraged. I feel many of our scholars are floating on a raft and if the teacher is too critical or judgy, they might just fall off and never get back on their raft. As an adult, I am aware of feedback from others that can be less than encouraging. We all need feedback and reinforcement. Be KIND is something I work on with my scholars all year long. It goes a long way when you think before you speak when complimenting others or giving feedback.
ReplyDeleteThe big takeaways for me are POSITIVE FEEDBACK AND RESUBMISSION
There were a few main things I took away from the video. The first major take away is making sure teachers are giving feedback that is not judgmental. The woman in the video stated that she had gotten feedback such as "confusing" and did not understand exactly what that meant. As teachers, it is important to be aware that feedback you give is clear and concise. It may make sense to you, but put yourself in your students shoes and ask yourself "would they understand my feedback?". The second major thing I took away from the video was the idea of resubmission. I feel this is something that schools often shy away from. I think this is a great idea because resubmission can show a teacher if the student really understood the feedback that was given.
ReplyDeleteSomething both the video and the book touched on was when you are giving feedback, to try to focus on one specific thing rather than throwing every single thing the student needs to work on back at them. I connected this to the idea of gradual release. When you are teaching a lesson, you're not going to touch on every single learning concept in one day. The idea of gradual release is that you slowly "release" these concepts to the students to work on independently so they can build off of what they already know. Moving forward, I will make sure my feedback is focused on one main skill I want the student to improve on, rather than giving them feedback on many small skills.
YAY! My book has finally been returned from taking a vacation in Michigan! Time to play catch up!
ReplyDeleteThis chapter speaks to some of my most important values when I think how best to reinforce and refine skills for my students and when supporting teachers. Both in the video and the chapter giving non-judgmental feedback is an important key to have effectively provide support for learners (of all ages).
Often as teachers we are quick to say phrases that sound personal in nature, “I love how you…,” etc. Although there is nothing wrong with throwing something personal in now and then if appropriate (Your writing really spoke to me, it reminded me of..), the feedback will be more effective if the nature of the tone is non-judgemental.
As well as non-judgmental feedback, the feedback should be given in a timely manner and be specific. For children and adult learners growth can be easier to achieve if we know exactly where we need to focus our attention and then know exactly how to measure if we have not achieved the goal.
The last part of the chapter, Feedback Results, explain the connection to emotion and stronger memories. Using corrective and specific feedback is essential to setting the learner up for success by “assuring they are ready for the next step.”
Two things I pulled from the video/book and reflected on myself were:
ReplyDelete-not judging but giving real feedback
I am guilty of giving feedback to students and then it comes out as judging. Instead of constructive it seems more like negative. It is definitely something I would like to work on for myself. Authentic feedback is a staple for improvement.
-focusing on one thing vs. multiple
In this case I would put myself in the person receiving feedback. It would be very confusing and overwhelming getting feedback on multiple things at once and having it all be negative. I wouldn’t know where to start on bettering myself. My goal is to help others succeed in the most reasonable way possible.