using appropriate feedback:
I really liked how Goodwin and Hubbell spoke of the benefits of self and peer feedback. I think this is a great way to assist with the student “buy-in.” They are not just getting feedback from their teacher, but learning from their fellow students, as well as learning from themselves. We just need to be sure to be there to ensure that the feedback is effective. “Self-assessment may not come naturally to students at first, but there are several guidelines to help them become comfortable with the process. When it is used successfully, students feel ownership of the feedback and are more likely to be open to others’ feedback in future learning opportunities” (Goodwin and Hubbell, 2013, pg. 103). I think the idea of peer feedback is a great tool, and I think that pointing out two things their fellow classmates did well, and one area of improvement will help maintain self-esteem. It also shakes things up a bit – rather than getting feedback from their teacher, they get to see what their peers learned and liked.
I tried to incorporate lots of opportunities for me to walk around the classroom and provide immediate feedback while the students are working in my lesson plan. “Feedback serves to coach students, develop a growth mindset, and help students feel positive about learning so they are not just receptive but actually eager to receive information that helps them achieve goals” (Goodwin and Hubbell, 2013, pg. 104) I also found the reading on providing feedback to be important. Goodwin and Hubbell reflected on Hattie’s studies: “In fact, of the several hundred education practices Hattie studied, the effect size for student feedback ranked among the highest, prompting him to observe that one key to raising achievement is to provide students with ‘dollops of feedback’ (pg. 238)” (Goodwin & Hubbell, 2013, pg. 91).
We all want feedback. It helps us learn and grow. And students need feedback to help them on their learning paths. But it needs to be effective feedback, not just something that we think is expected of us a teachers. “The first rule of feedback reflects the straightforward observation that it doesn’t have much impact if students are not receptive to it” (Goodwin & Hubbell, 2013, pg. 91). Again, we need to know our students in order to provide them with individualized feedback. I believe that this is where goal setting is key. The students are telling us what they want to accomplish, as we can use our feedback to help them achieve the goals they have set for themselves. “Buying into their learning objectives helps students view feedback – both critical and affirming – as essential to helping them accomplish their learning goals. Likewise, when students set learning goals, it’s critical that they receive feedback on their progress toward those goals” (Goodwin & Hubbell, 2013, pg. 92). If we use the students’ goals as a starting point, we can then provide them with specific feedback that will help them succeed. We also need to make sure that feedback is provided within a timely manner. I am a firm believer in immediate feedback. You can always give spoken feedback right away. I think that written feedback should be delivered no later than a week later.
I also really liked how Goodwin and Hubbell spoke of the benefits of self and peer feedback. I think this is a great way to assist with the student “buy-in.” They are not just getting feedback from their teacher, but learning from their fellow students, as well as learning from themselves. We just need to be sure to be there to ensure that the feedback is effective. “Self-assessment may not come naturally to students at first, but there are several guidelines to help them become comfortable with the process. When it is used successfully, students feel ownership of the feedback and are more likely to be open to others’ feedback in future learning opportunities” (Goodwin and Hubbell, 2013, pg. 103).
Goodwin and Hubbell discussed the differences between controlling and non-controlling feedback (Goodwin and Hubbell, 2013). Using non-controlling feedback is essential, especially with students this age. I want to make sure that I am encouraging a growth mindset, rather than a fixed mindset. When the students are finished with their word jumbles activity, I will be collecting them and making immediate comments so they can get them back right away. I do not plan on giving this activity a letter grade, but rather comment on their effort. I also incorporated peer feedback which is non-evaluative and gives each student a chance to discuss what they learned, loved and ways their fellow classmates can leap in their next activity. In addition, students will be assessed using a rubric that has already been given to them, so they can set goals and know what they want to accomplish for the final activity.
This quote really spoke to me, and I feel it is something that needs to be in our minds as teachers everyday: “When it comes right down to it, we cannot force students to learn anything. We can, however, invite them to learn, get them excited about learning, and even make them want to learn” (Goodwin & Hubbell, 2013, pg. 94).
I tried to incorporate lots of opportunities for me to walk around the classroom and provide immediate feedback while the students are working in my lesson plan. “Feedback serves to coach students, develop a growth mindset, and help students feel positive about learning so they are not just receptive but actually eager to receive information that helps them achieve goals” (Goodwin and Hubbell, 2013, pg. 104) I also found the reading on providing feedback to be important. Goodwin and Hubbell reflected on Hattie’s studies: “In fact, of the several hundred education practices Hattie studied, the effect size for student feedback ranked among the highest, prompting him to observe that one key to raising achievement is to provide students with ‘dollops of feedback’ (pg. 238)” (Goodwin & Hubbell, 2013, pg. 91).
We all want feedback. It helps us learn and grow. And students need feedback to help them on their learning paths. But it needs to be effective feedback, not just something that we think is expected of us a teachers. “The first rule of feedback reflects the straightforward observation that it doesn’t have much impact if students are not receptive to it” (Goodwin & Hubbell, 2013, pg. 91). Again, we need to know our students in order to provide them with individualized feedback. I believe that this is where goal setting is key. The students are telling us what they want to accomplish, as we can use our feedback to help them achieve the goals they have set for themselves. “Buying into their learning objectives helps students view feedback – both critical and affirming – as essential to helping them accomplish their learning goals. Likewise, when students set learning goals, it’s critical that they receive feedback on their progress toward those goals” (Goodwin & Hubbell, 2013, pg. 92). If we use the students’ goals as a starting point, we can then provide them with specific feedback that will help them succeed. We also need to make sure that feedback is provided within a timely manner. I am a firm believer in immediate feedback. You can always give spoken feedback right away. I think that written feedback should be delivered no later than a week later.
I also really liked how Goodwin and Hubbell spoke of the benefits of self and peer feedback. I think this is a great way to assist with the student “buy-in.” They are not just getting feedback from their teacher, but learning from their fellow students, as well as learning from themselves. We just need to be sure to be there to ensure that the feedback is effective. “Self-assessment may not come naturally to students at first, but there are several guidelines to help them become comfortable with the process. When it is used successfully, students feel ownership of the feedback and are more likely to be open to others’ feedback in future learning opportunities” (Goodwin and Hubbell, 2013, pg. 103).
Goodwin and Hubbell discussed the differences between controlling and non-controlling feedback (Goodwin and Hubbell, 2013). Using non-controlling feedback is essential, especially with students this age. I want to make sure that I am encouraging a growth mindset, rather than a fixed mindset. When the students are finished with their word jumbles activity, I will be collecting them and making immediate comments so they can get them back right away. I do not plan on giving this activity a letter grade, but rather comment on their effort. I also incorporated peer feedback which is non-evaluative and gives each student a chance to discuss what they learned, loved and ways their fellow classmates can leap in their next activity. In addition, students will be assessed using a rubric that has already been given to them, so they can set goals and know what they want to accomplish for the final activity.
This quote really spoke to me, and I feel it is something that needs to be in our minds as teachers everyday: “When it comes right down to it, we cannot force students to learn anything. We can, however, invite them to learn, get them excited about learning, and even make them want to learn” (Goodwin & Hubbell, 2013, pg. 94).
Controlling Feedback - Often is reflected in value-laden judgements or attempts to coerce or cajole a student into changing his/her behavior.
Noncontrolling Feedback - Focuses on encouraging, motivating, and guiding learning.
Noncontrolling Feedback - Focuses on encouraging, motivating, and guiding learning.
- Link feedback to learning objectives: students must not only understand their learning objective that the feedback is for, but also buy-in to their objectives.
- Keep feedback non-controlling: Students know when you are trying to coerce them which actually demotivates them. However, if teacher deliver praise simply as information about how students are performing then students can raise performance with little or no negative effect on motivation
- Keep feedback growth oriented: keep all feedback open to improvement!
- Make feedback specific, actionable, and tailored to each student
- Keep feedback formative and nonevaluative: feedback that only evaluates doesn’t tell students what to do with that information, feedback should be guidance on what doing are doing well and where they can improve.
- Timely feedback: When learning new processes, feedback should be immediate. Quizzes, feedback should be immediately after the quiz. Independent critical thinking assignments, feedback should be during periodic check-ins. End of Unit tests or assignments, feedback should be no more than a few days after the test/assignment.
- Provide opportunities for students to self-assess and give peer feedback.
Reference
Goodwin, B., & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. ASCD.
Goodwin, B., & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. ASCD.