STEP 2: Seven Keys to Effective Feedback (Summer 2016)

I once spent an entire year telling seventh grade students to indent their paragraphs. None of them seemed to be getting it. Finally I asked why they weren't indenting...None of them knew what it was. Lesson learned.

I think we have all had moments when we learn the lesson about this.  I am not perfect on this, but am continually working to improve my job at this.  I am trying to make sure that when I give them feedback I am using terms that i am using with my students in class and that we are comfortable with.  I also admit that I need to make sure that my feedback in supportive and not advice.  We can give this feedback in writing or in discussions with out students.  

Ensuring that students understand the terms I use when giving feedback to their writing would be vitally important. Repeated use of comma splices- is not useful feedback if the student doesn't know what a comma splice is. I have found technology to be useful for this as I often link a resource regarding their specific writing error so they can individually understand their errors.

It is easy to see so many things wrong with something as simple as a volleyball serve!  Simplifying it to 3 main steps that are repeated and demonstrated are only cared about when they are feeling failure....then pounce to make simple changes that will breed success:).

I love Whitney's idea to use their phones to see if they are using the techniques from the rubric.

I agree that it is important to not overwhelm students when providing feedback.  I coach also, and I find that athletes and students will shut down when they become overwhelmed.  I believe feedback should be specific to one concept and then ultimately students can take that knowledge and expand it. 

When I use my rubrics in Moodle, I also leave individual comments right away while their presentations are fresh in my mind.  I allow them to look at their rubric scores and they can ask for clarification.  I found that I need to focus on the vocabulary in the rubric from day one.  If they do not know what "transition" means, it's hard to score a 3, I learned that lesson quickly!

One suggestion was to use highly discriptive rubrics.  I always try to go over what I am looking for as well and then allowing them to ask questions before they start the project.

In a lot of ways, I think this is something that we just naturally do.  As teachers we know our students.  We adjust feedback based on the student we are giving the feedback to depending on that student’s skills and abilities.  I am not going to give one of my students who is a National Merit Scholar the same feedback as another student who is performing well below grade level.  We customize the feedback without even thinking about it sometimes.  

I think we always have to remember who we are giving the feedback to.  Students all have different ways of understanding things.  This is my favorite thing about my reading classes; I get to know each student as an individual.  It helps avoid assuming they know things.  

I think I need to spend some more time observing students and getting to know them and their tendencies.  Again I need to provide more opportunities for them to practice and for me to observe.  My feedback should be short and sweet.

I agree giving a ton of feedback to a student on one particular problem can be overwhelming.  Algebra I is cumulative subject and I warn the students of this over and over throughout the course of the year.  I tell them that there are no breaks in class.  

I think this is important not only for the person providing the feedback but also the person receiving the feedback.  Students need to know how to provide user-friendly and appropriate feedback, but the student receiving the feedback has to understand the importance of the feedback.  I think that is the most important part of this section.  If the person receiving the feedback isn't ready and willing to hear the feedback, they won't be ready to do anything with the feedback they receive.

User-friendly feedback means students need to be able to understand the terminology and ideas I am sharing with my students.  I try to be aware of vocabulary choices I make, and inform students of their meaning.  However, I know there are times when I am trying to provide feedback so quickly, in order to get through all of the student work, that my penmanship may actually make the feedback so it is not user-friendly.  

In math I really try to give specific feedback to students based on the work they have shown. Instead of just marking a problem right or wrong I look to see if I can find a common mistake that they are making to help them make corrections and better understand the problem. 

It is so important for students to get feedback from teachers that they can understand and shows that some progress is made. There are times when I remind myself to give my students the type of feedback that is honest, constructive, and helpful. 

It is important for me to be cognizant of the level at which my student functions and tailor my feedback so that it is suitable and appropriate.

Providing user-friendly feedback can be given by teaching students the importance of feedback at the beginning of the year, sharing throughout the year and having each student fully participate in feedback opportunities.

I struggle with wanting to keep the feedback user-friendly and wanting to reinforce our vocabulary. I think it's important that the feedback is understood first, and then if you can point to the fact that this situation illustrates a certain term or topic, great. 

I, myself, am not a highly tech-type person; so I guess that helps in keeping the technology on a user-friendly basis.  I am hoping to create a Googleclassroom site, which I have heard is very easy to use and students are many times comfortable with.  My hopes in doing this will allows for thread discussions, posting of goals and abilities for students to work at their leisure.  

Just like adults, we like to have choice.  Students are no different, so sometimes they like to work on assignments in the evening, while their waiting on the school bus, etc.  I like giving them the freedom to analyze their lessons at their own pace.

Checking for understanding is very important.  Ensuring that students know the terms, concepts, etc.  Students like flexibility and choice in their own path to learning as well.   

By using student friendly language and not overloading our learners we can be more supportive of our learners and provide insight for learning and change. By being sure to explain the feedback we give so students see the application and the why, learning/performance will improve. 

Jennifer Serravallo talks about 5-10 minute conferences that ensures our feedback is user-friendly and understood:

Connect - feedback (I notice you're doing this as a reader) 

Teach - ONE strategy that builds on that feedback to move that student forward toward their learning goal

Apply - have them actually try the strategy out right then and there after you've modeled it

Feedback - give them immediate feedback after that attempt

Independent practice - when ready, send them back to their desks to apply this strategy independently knowing that I'm holding them accountable for it and will be checking in with them

We need to use vocabulary that the students can understand and relate to.  The feedback needs to be individualized for each student based on their level. We also can't overwhelm them with a "list" of what needs to be done, but just start with 1 or 2 and go from there. 

Feedback should always be individualized to the students and their needs. By using feedback menus would benefit the students and they can then figure out what they believe is appropriate for their learning. Some students may want a face to face while others may just want a rubric, and some may want comments on GoogleDocs.

In ED I feel like I need to present feedback in a way that student will be accepting and listen to it. SOoooo being creative about giving feedback; ask the students how do they want to receive feedback and then making sure they are accountable to at least read it and apply the feedback to some degree or even debate it in my case :) . 

Using the feedback we as teachers gain from the formative assessment is the art of teaching.  It is the analogy of using hand tools vs power tools.  Getting to know students and their needs personally is the job of educators.  Personalized feedback that is directed at student learning needs is vital to progress toward proficiency on the standards.