EDUC4130 Lecture 4: Lecture Four Effective Feedback

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2 Jun 2018
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Lecture Four: Effective Feedback
Standard Five
- Assess, provide feedback and report on student learning
Effective feedback
- It is the single most potent teaching strategy teachers can use with all ages and across
all subjects.
- Hattie Feedak is aog the ost poerful ifluees o ahieeet
What is feedback?
- Feedback is the information that you give to a student noting how they are doing at
something.
- This information should help them to improve their performance
o How did they do and how could they do better?
This is what you did
This is hat you shoulde doe
This is how you can do better
Fundamentals of Feedback
1. Be focused
o Goal related to the lesson
o Learning intentions/objectives
2. Be selective
o The things that we told them about in the objectives
o Pick the things that relate to your objective
o Give feedback on focuses
3. Be constructive
o Honest feedback
o Allow them to believe that they can improve
4. Be willing to discuss
o Open to students asking questions
o “oe dot hae ofidee
Make a relationship so students feel comfortable
o Explain where students went wrong
o Parents with feedback
Feedback
- Praise is not considered to be feedback
- When you start mixing praise with feedback, students start connecting their praise with
their personality
- Dot oet persoal oets ith ahieeet
o Good girl
o Youre really good at this
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Document Summary

Assess, provide feedback and report on student learning. It is the single most potent teaching strategy teachers can use with all ages and across all subjects. Hattie (cid:858)feed(cid:271)a(cid:272)k is a(cid:373)o(cid:374)g the (cid:373)ost po(cid:449)erful i(cid:374)flue(cid:374)(cid:272)es o(cid:374) a(cid:272)hie(cid:448)e(cid:373)e(cid:374)t(cid:863) Feedback is the information that you give to a student noting how they are doing at something. This information should help them to improve their performance: how did they do and how could they do better, this is what you did, this is (cid:449)hat you should(cid:859)(cid:448)e do(cid:374)e, this is how you can do better. Praise is not considered to be feedback. When you start mixing praise with feedback, students start connecting their praise with their personality. Do(cid:374)(cid:859)t (cid:272)o(cid:374)(cid:374)e(cid:272)t perso(cid:374)al (cid:272)o(cid:373)(cid:373)e(cid:374)ts (cid:449)ith a(cid:272)hie(cid:448)e(cid:373)e(cid:374)t: good girl, you(cid:859)re really good at this, you are a lovely class member. Feedback should reduce the gap between and where the student is and where he or she is meant to be (sadler 1989)

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