Feedback Formeffective Curriculum Ideas

  1. Feedback Formeffective Curriculum Ideas Activities
  2. Feedback Formeffective Curriculum Ideas Examples
  3. Feedback Formeffective Curriculum Ideas Preschool
  4. Feedback Formeffective Curriculum Ideas 4th Grade
  1. What techniques can schools use for giving effective feedback? We look at guidance on the principles of effective feedback and strategies for giving effective feedback. We also link to our articles featuring marking and feedback policies from primary, secondary and special schools.
  2. The practice of giving feedback allows individuals to improve their performance by tapping into group feelings and needs. Receiving and using feedback well is a vital skill for students, workers and team members. Teaching the basics of effective feedback to a group is done using a series of feedback and team-building activities.

John Hattie (University of Melbourne) and Greg Yates (University of South Australia) had joined forces in 2013 for their book “Visible Learning and the Science of How We Learn“. In 2014 they have co-authored another hands-on text about feedback in the classroom. Their paper has been published in “Applying Science of Learning in Education”, a publication by the American Psychological Association.

Feedback in context

Feedback in the classroom can be defined as “information allowing a learner to reduce the gap between what is evident currently and what could or should be the case”. But real-world scenarios do not always live up to this ideal. According to Hattie and Yates there might be an “empathy gap”:

  • Teachers claim they routinely give a lot of helpful feedback to their students.
  • Trained classroom observers see very low levels of teacher-to-student feedback.
  • Students report very little feedback from their teachers, “a few seconds a day.” They receive more feedback from their peers, but much of it is incorrect.

Grasping of its basic ideas. As children grow then, Bruner believed, curriculum should revisit earlier learned ideas, expanding upon them until a child reaches a more complete understanding of individual ideas and how they relate to one another. Bruner referred to this as the “spiral curriculum”, wherein ideas are presented in repeated learning.

Feedback Formeffective Curriculum Ideas

Quick take-aways related to feedback in the classroom

To improve this situation Hattie and Yates provide an engaging and accessible explanation of how effective feedback works. Here are some quick take-aways from the paper “Using feedback to promote learning”. You can download and read the full text here.

  • Praise is a common form of feedback, but it is often unhelpful.
  • Effective feedback is a common denominator of many of the top ten influences on achievement.
  • Two feedback analogies
    • “Computer video game”: Level it up. Make it not too hard, not too easy.
    • “GPS device”: You know where you want to go, but lack specific knowledge about how to get there.
  • Three Feedback questions:
    • What is the goal?
    • What progress is being made?
    • What is the next step?
  • When errors are welcomed, feedback is more effective.
  • Feedback is different at different levels of mastery:
    • Novice level: immediate feedback,
    • Intermediate level: alternative strategies,
    • Advanced level: self-regulated learning.

Source

Preschool

Hattie, J.A.C. & Yates, G.C.R. (2014). Using feedback to promote learning. In Benassi, V. A., Overson, C. E., & Hakala, C. M.(eds), Applying the science of learning in education: Infusing psychological science into the curriculum (pp 45-58) Washington, DC: American Psychological Association. Free PDF download available: http://teachpsych.org/ebooks/asle2014/

Tagged with: Feedback, Visible Learning
Posted in Feedback, Visible Learning

Feedback Formeffective Curriculum Ideas Activities

Giving effective feedback, like all skills, needs learning, practice and patience. Feedback is praising good performance and offering corrective suggestions. Focus should be both on what the person did and how it was done. Feedback is for the recipient’s and not the observer’s benefit. In other words, it should be development and its purpose should be made clear and, where possible, the receiver’s consent obtained.

How to Give an Effective feedback?

The giver is equally on the defensive as they are not sure how the feedback is received

In reality, both the giver and receiver often dread the experience because the perception usually is one of criticism and judgement. The result is that the recipient becomes:

  • nervous
  • self-conscious
  • defensive
  • disengages from learning

Perhaps they perceive feedback as control and micromanagement, or they engage in a spirit of unhealthy competition. This, however, is often a result of poor and unskilled feedback.

The giver is equally on the defensive as they are not sure how the feedback is received. They may lack training in giving feedback, or they copy how feedback was presented to them, often poorly; or they don’t care how it is received or perceived.

Feedback: The Giver and Observer

They listen first and then evaluate the performance and not the person

Feedback Formeffective Curriculum Ideas Examples

The starting point, then, for the feedback giver is to ask themselves three vital questions:

  • Is my feedback true, sincere and fair?
  • Is it helpful?
  • Is it necessary?

Feedback Formeffective Curriculum Ideas Preschool

Effective observers understand the objectives and actually care. They listen first and then evaluate the performance and not the person. They have objectivity and detachment. Through personalising the language and giving positive reinforcement, they instil both motivation and self-esteem.

Do’s

Be sincere, both in intention and manner of giving feedback. Mind the three Vs: verbal, visual and vocal. Very often it is not just what you say but how you say it. Keep your tone neutral

  • Start by asking the recipient to evaluate their own performance
  • Be precise, clear and accurate; focus on particular behaviour; your feedback must be measurable and actionable
  • Be balanced taking into consideration only observable behaviour and performance
  • Consider the benefit of immediate feedback, although there may occasionally be reasons for waiting
  • Be sincere, both in intention and manner of giving feedback. Mind the three Vs: verbal, visual and vocal. Very often it is not just what you say but how you say it. Keep your tone neutral
  • Allow enough time for a response to your feedback
  • Document your conversation and follow up
  • Bear in mind any cultural factors at play

Don’ts: What not to do to give effective feedback

Don’t sound harsh or personal; equally, do not “whitewash” or “soft-pedal” however well-intentioned. It is all about balance

  • Avoid words like “but” or “however” as they negate all that came before. Instead, consider using “and”, “what if”, “how about”, “would you agree”, “don’t you think” as these invite agreement and give the receiver ownership of the agreed future action making them feel empowered and motivated
  • Avoid relying too much on the “oreo cookie” feedback where the correctives are sandwiched between positive observations. The recipient may go away thinking they did brilliantly and overlook the areas to work on. Although starting and ending on a positive note is usually recommended, make sure the correctives are understood
  • Don’t sound harsh or personal; equally, do not “whitewash” or “soft-pedal” however well-intentioned. It is all about balance
  • Don’t give too much information which drowns the receiver and demotivates them. Prioritise and focus on just two or three actionable points with each feedback session

Prioritise and focus on just two or three actionable points with each feedback session

Giving effective feedback is a critical skill that can be learned and developed.

Tips for receiving feedback

Feedback Formeffective Curriculum Ideas 4th Grade

Receiving effective feedback is of value to us all however experienced we may be, and we all need to make sure we can accept and learn from constructive feedback.

Feedback, when given and received well, is powerful in increasing skills and motivation, and is of immense value both for professional and personal development

  • Understand the intention and purpose of feedback
  • Try not to be defensive; concentrate on how feedback will enable you to perform better
  • Learn to listen. You don’t have to accept all feedback but keep an open mind and focus on the future. Ask questions if you want clarity
  • Verify accuracy by getting feedback from more than one source if possible. It could be your blind spot that prevents you from seeing accurately and fairly
  • Ask for specific advice on how and what to do differently
  • Learn to respond and not react; don’t take feedback personally

Feedback, when given and received well, is powerful in increasing skills and motivation, and is of immense value both for professional and personal development.

It helps us to reflect on our own knowledge and expertise and take ownership in improving both. Remember, effective feedback is always about the performance and not the person. It is not about making someone feel better but making them do better.