Starting the Conversation about Feedback
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Starting the Conversation About Feedback Jennifer Smithers Marten GT Coordinator/Online School Coordinator Plymouth Joint School District Plymouth, Wisconsin
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Transcript of Starting the Conversation about Feedback
Starting the Conversation About Feedback
Jennifer Smithers Marten
GT Coordinator/Online School Coordinator
Plymouth Joint School District
Plymouth, Wisconsin
All of the resources referenced in this presentation can be found on my weebly
Feedback as a Teaching Strategy
http://feedbackasateachingstrategy.weebly.com/
Think-Pair-Share
What is your biggest frustration with giving students feedback?
Why do I take the time to write comments on their papers?
The students who need it, don’t read it.
Even the good kids just flip through to find the grade.
A Little Bit of Research(Butler, 1988)
• Students who received specific feedback tailored to their performance showed significant increase in scores (almost 30%)
• Students who received only letter grades showed a significant decline in scores.
• Students that received both grades and comments also showed a significant decline in scores.
"The effects of feedback depend on the nature of the feedback. Feedback can be the information that drives the process or the stumbling block that derails the process."
~ Susan Brookhart
3-point conventions score measures
Punctuation
Grammar
Capitalization
Spelling
6-point composition score measures
Purpose
Organization
Content development
Sentence fluency
Word choice
ABOUT EFFECTIVE FEEDBACKWHAT WE KNOW
Evaluative Feedback
• Tells learners how they compare to others
• Provides a judgment summarizing the quality of the learning
• Is a direct result of summative assessment
Descriptive Feedback
• Provides specific information in the form of written comments or conversations
• Helps the learner understand what he or she needs to do to improve
• Is a crucial part of formativeassessment
Intervention Feedback
• Tells the student what needs improving
• Gives enough information so the student knows what to do next
Achievement Feedback
• Tells the student what was done well
• Praises the work or process, not the student
Three Questions
Where am I going?
How am I going?
Where to next?
Hattie & Timperley (2007)
Task and Product Level
Indicates correct/incorrect
Needs more or different responses
Provides more/different information
Relevant to task
Builds task knowledge
Self- Regulation or Conditional Level
Helps students identify feedback themselves
Provides opportunities and awareness of deliberate practice/effort
Develops confidence to pursue the learning
Self Level
Often used to comfort or support
Often directs attention away from the task, process, or self-regulation
Praise should not be given as part of feedback.
It dilutes the power of feedback
Focused Listing
Step One: Take 5 minutes to brainstorm examples of feedback you have used in your classroom.
Step Two: Take 5 minutes to sort them into Hattie’s and Timperley’s four levels.
Step Three: Do you see any patterns?
Just as a thermostat adjusts a room temperature, effective feedback helps maintain a supportive environment for
learning.
~ Dylan Wiliam
How Feedback VariesTiming
AmountMode
AudienceFocus
ComparisonFunctionValenceClarity
SpecificityTone
Adapted from Brookhart, Susan (2008) How to Give Effective Feedback to Your Students
Brainstorm: Feedback Variations
Random Name Selector
Think about what you teach. What are some ways you already use this feedback variation?What are some new ways you could use this variation?
Real World Examples
13 Concrete Examples of Better Feedback for Learning
Think-Pair-Share
Pick one example and discuss with a partner
Attributes of Effective Feedback
ClearBuilds Trust
User-friendlySpecificFocused
DifferentiatedTimely
Invites Follow-Up
Tomlinson & Moon, 2013
Questioning Techniques
Closing the Gap Feedback•Feedback Starters•10 Points for Giving Constructive Feedback•Five Powerful Questions Teachers Can Ask Students•Twelve Active Learning Strategies
Feedback Forms & Videos
I Like, I Wish, I Wonder•Four, Three, Two•Bounce Card•Glow and Grow•SWOT Analysis•Stars & Stairs•Feedback Sandwich•Feedback Sandwich Scaffold•P.A.T.S on the Back•ABC Feedback Model
Online Options
Voice Comments on Google Docs•Evernote
•Educlipper App•Kidblog•Schoolology
Student-To-Student Feedback• Rubric to Decide on Appropriate Peer Feedback
– Rubric Source: Hattie, John. Visible learning (p. 149) ©2012
– Used with permission of Routledge, an imprint of the Taylor and Francis Group
• Pyramid - A 3D organizer that helps students contrast, reflect, and predict. It is a great way to refocus in the middle of a lesson/unit.
• Kind, Helpful, Specific - would make a great wall graphic
• Five Simple Questions (Thanks to @mrkempnz & @JustinRushton for sharing this via Twitter)
• Response Partners (from a school in Merton, England during my teacher exchange in 1993)
• Empowering Students to Provide Peer Feedback
Peer-To-Peer Feedback
• Receiving and Giving Effective Feedback
• The Art of Feedback: 5 Tactics that Work
• Three Things to Do Before a Feedback Discussion
• Building Trust Through Feedback
Getting Feedback from Students
Surveys
Reflections
Notes
If You Could Ask One More Question…
"The most powerful single moderator that enhances achievement is
feedback." ~ John Hattie
Let’s continue the conversation
Contact Info
• Twitter: @jenmarten
• Blog: teach from the heart
• Skype: jenmarten
• Websites: Feedback
Tech in the Classroom
• Linkedin: jenmarten
• Email: [email protected]
