Week 13: Peer to Peer Chat
Collaborating. Growing. Reflecting.
Encouragement Can Dramatically Change Your Student
Reflecting on Feedback in the Classroom
Actionable Feedback in the Classroom
As a teacher, providing specific feedback to your students, what are your own reflections related to this area? As you think about this, which do you feel you give more of - praise or targeted/descriptive feedback?
When you think about descriptive feedback, pose this question to yourself:
"Can the student take action on this comment I just made?" If not, you may think about a more actionable statement.
Ideas for Actionable Feedback Strategies
- Picture and Symbol Cues - Young students who may not be readers can benefit from visual cues that help them know if they are on the right track and what they need to continue to work on.
- Written Feedback - This technique is an effective way to give students an opportunity to go back and correct errors or misconceptions in their work and to affirm specific successes.
- Highlighting - This works well when using a rubric or specific written criteria with students. It’s a good idea to either take the score points off of a scoring guide or just give students the “meets and exceeds” criteria if you are giving feedback about success towards the standards. Highlight the areas of the rubric that the student has done well on with one color, and highlight the areas that need more focus with another color. This can be a quick way to give feedback.
- Post-it Comments - Using a Post-it note to give students feedback during independent work time can help provide them with short written reminders about the verbal feedback they have received. This technique can provide students with enough information that they can continue to take action on that feedback once the class period is over.
- Clip Board Notes for Verbal Feedback - When circulating between students and giving them verbal feedback, keep a clip board containing student names with you. Jot down areas that you have given corrective feedback about, or areas of student strength. Use your notes when you are conferencing with students. “I noticed I have given you some feedback about concluding sentences- have you been able to take action on any of those ideas?”
- Three-Minute Conference - Letting students know that they are “almost there” but that you would like to meet with them for a three minute conference helps them understand where they are in their learning. This is an opportunity to give students oral feedback. For some students hearing what they are doing well and what their next steps for improvement could be is beneficial.
(acknowledgement given to Measured Progress)
If you're open to sharing pics, video clips or comments about your experiences with any strategies you're using in the classroom, please email email@example.com.