Pages 82-83
Learning is fueled by feedback...
Let's look at the following questions
- Of the eight types of feedback, which ones do you give the most to students?
- The acceptance of feedback is impacted by the relationship with the person giving the feedback. Of the four conditions that improve feedback, which one do you see your students responding to the most?
- There are three triggers that cause students to disregard feedback. Think of a struggling student, what triggers may cause him/her to disregard our feedback?
I look forward to reading your thoughts:)
In my classroom, I focus on feedback that is timely, actionable, user-friendly, and tangible. I check student work immediately in class after completion and provide suggestions for improvement on the spot. I also record videos so students can revisit explanations and guidance whenever needed.
ReplyDeleteStudents are most likely to accept feedback when it is clear, actionable, and delivered in a supportive environment. Struggling students may disregard feedback if it challenges their identity, seems untrue, or comes from someone they don’t trust. By keeping feedback immediate, understandable, and easy to apply, I hope to overcome these barriers.
I give user-friendly and timely feedback to my students. Of the four conditions that improve feedback, my students respond to “care” the most. I strive to make sure all of my students know that I care about them, I’m here to help them, and that it is okay to ask for help and it is okay if you make a mistake or don’t know something.
ReplyDeleteSome students may not be receptive to feedback if they feel like that person doesn’t care about them or the person is making them feel unintelligent, if the feedback is not delivered in a timely manner, if they do not understand the feedback itself, or if they feel like the feedback is not helpful (not specific enough, not on topic, doesn’t tell them how they can improve, etc.).
In my 7th/8th grade ELA writing class, I most often give process feedback and task feedback. I focus on guiding students through how to organize their ideas, structure paragraphs, and use textual evidence effectively. For example, I often comment on how they can strengthen their thesis statements or transitions rather than just marking errors. I also give self-regulation feedback, encouraging students to reread and revise with a writer’s eye, asking themselves if their writing communicates their intended message clearly.
ReplyDeleteMy students respond most positively to feedback given in a supportive environment. When they know that I care about their progress and that my feedback is meant to help them grow, they are more open to revising their work. They respond best when I make feedback timely and specific, using both written and verbal comments that point out exactly what worked well and what can improve. For instance, saying, “Your opening sentence really hooks the reader—now let’s work on adding stronger evidence in your second paragraph,” helps them feel capable and motivated.
For my struggling writers, truth triggers and relationship triggers are often the biggest barriers. Some students take feedback personally, feeling that it means they’re “not good at writing.” causing them to shut down instead of seeing feedback as a tool for improvement. . I’ve found that when I take time to celebrate small writing victories and invite them to discuss their drafts one-on-one, they begin to accept feedback more openly.
When working with my students, I typically look at where the student is going, how they are going and where to next. This allows for me to give descriptive feedback and see the progression of a student's performance over time. I can also get a good idea of where we need to go next and what strategies we need to implement.
ReplyDeleteI try to use trust and positive relationships with my students to allow them to accept the information and use that to improve in the given task. My students usually respond positive to feedback and try to implement new strategies.
Sometimes I think my students may feel that they are not learning in the same way as others and take that as a need to do better. However, sometimes it can be hard for them to improve in a short amount of time. I try to encourage them that the content knowledge will come with time and repeated practice.
I use the following feedback types the most: timely, ongoing, consistent, actiontable, and user-friendly. Younger students do better with immediate and actionable feedback. They tend to shut down quicker if they become frustrated, and sometimes they stop trying or paying attention. I have to ensure they understand mistakes and accomplishments to maintain the learning. For example, when writing, I am consistently giving them feedback as they are writing and also after they have completed a writing task.
ReplyDeleteAs for the acceptance of my feedback with my students, my focus is on building a positive and respectful relationship from the beginning. If students can be vulnerable, they need to be able to trust who is giving them feedback. I know from personal experience, if I do not trust the person giving out feedback, then I am less likely to accept the feedback. I know how important all four conditions of feedback are important but I feel that a caring environment is a vital first step.
The triggers that students may have that would nullify my feedback can cause problems. I feel like the biggest trigger is how a student identifies him or herself. If they are not told they are smart or able to learn, then they will not be able to take feedback well. I always try to remember that many students do not have a supportive home environment.
I am excited to try to implement the additional feedback practices with my students.
I typically provide Actionable and Ongoing feedback to promote a growth mindset. Both of these require Timely feedback. :)
ReplyDeleteCommunication seems to be the one students respond to the most for me and is the aspect that typically needs to be flexible. Sometimes students respond well to the Google Classroom and Slides Comments…sometimes we need to walk through the steps together.
With my struggling students, I see all three triggers present, but primarily, Identity.
These students don’t put the effort required into their work and they certainly don’t want to put the effort required by the Actionable and Ongoing feedback. I try to build relationships and celebrate the small steps to foster the growth mindset they are truly lacking.
I mostly give goal- referenced feedback based on answers to specific questions, guiding students to the correct responses and asking questions about their process (for projects). I like to use the comment feature in slides and kami to put direct comments on exactly what needs to be addressed. This seems to work much better than adding comments in the classroom assignment itself. I have also gone in to projects and given actionable feedback in projects. I have asked students where they are in their process and how they will complete the assignment then helped to chunk or gently guide them to their next steps. I also try to give quick feedback through Go Guardian as well as email.
ReplyDeleteMy students respond most to care. If they believe that I care for their success they want to achieve what I explain is possible. When they feel like there is no care for them as individuals, they really don't want to hear how they can improve as a student.
My students seem to struggle the most with identity triggers, often self reporting feeling like they cannot understand because they never have before. Also students struggle when they see their grades and feel like they did better than the grade shows. When students self report the inability to understand, this creates an immediate block to any feedback. Often I try to point out the students strengths or the perseverance and how hard they are attempting the work.
Since I mostly work in small group settings, I give ongoing feedback most of the time. In class working on grade level concepts or in skills working on personal goals I use continuous feedback to make sure students are grasping the concepts correctly and in the right direction when learning. When students are working on an assignment I watch in GoGardian. If I see they are completing something incorrectly I call the student in GoGardian and ask them to explain their thinking. We discuss and I give feedback right then.
ReplyDeleteI feel that my students respond to care the most. I have tried to create a caring environment and a safe space where the students feel comfortable answering questions or attempting things they may not know. I always try to find positives to include with the feedback and listen to their thinking, trying to not just shut down their thinking.
I think identity trigger is the trigger that causes my students to disregard the feedback the most. I have students that often tell me they are not redoing it they know how to do it and it is right. Why would they waste their time doing it twice? I think that is one thing I have struggled with is changing the attitudes or what triggers the students so that they accept feedback.
I would say that I give actionable feedback the most. Actionable feedback outlines the next steps and gives students the opportunity to strengthen their work. Many of my students have difficulty with multistep problems and need this type of feedback. They want assurance that they have completed the first step correctly and then they're reminded of the next step. Out of the four conditions of feedback, I think students best respond to care. When students feel they are in a caring environment, they are willing to do a little more. I've noticed that a few students have relationship triggers. If they don't have a strong relationship with the adult giving the feedback, they are more than likely not going to take the feedback into account. Some adults and students just won't mesh, but it's vital for every student to feel like they have
ReplyDeletestrong relationships with a few teachers at a minimum.
The feedback I use most frequently with my students is ongoing feedback provided throughout the completion of assignments. I consistently offer both positive and constructive comments on their work ethic and classwork. Since each student receives and responds to feedback differently, I find that the four conditions of effective feedback influence students in different ways. However, when genuine care and respect are shown, students are far more receptive to the feedback and less likely to disregard it.
ReplyDeleteI feel like I most goal referenced feedback. I feel as teachers we are always trying to move our students toward that academic goal. This makes the goal referenced feedback always apparent. The trick is the timeliness in which it is given and if the students accept the feedback. Not to mention, some students might need that goal broken down into smaller steps. Sometimes I think this gets overlooked. This is where actionable feedback becomes really important.
ReplyDeleteA huge hurdle I am experiencing right now with at least one particular child is feedback acceptance. This child feels as if she is always correct and knows what they are doing and rejects correction. I am attempting to circumvent this by giving more exemplars to the whole group instead of singling this child out, even in a one-on-one conversation. Hopefully with more exemplars from me and from other students, she will self-correct. As for the four conditions that improve feedback, I don’t think the presence of just one makes the difference. Rather it is the balance of all four that yields effectiveness. I feel this particular child has been triggered by all three: identity, truth, and relationship.
For the elementary students, I most often give ongoing feedback. Feedback in this music based setting is often on musical performance, practice and listening skills. For the 6-8th grade general music curriculum, the feedback is usually actionable and user friendly.
ReplyDeleteThe teacher student relationship can have an impact on the ability of the student to process feedback. I do think it is important to give specific positive and specific constructive feedback. I try to keep in mind the saying, "negatives come and go, but positives accumulate." I think that our students crave feedback of all kinds and truly want to do the best they can. Something I am hoping to be more successful with this in mind is finding what motivates our specific population of students to do their best, to put in the time and to not give up.
I provide my students with ongoing and timely feedback while keeping it user friendly. I tell them exactly what worked and why. Then I guide and redirect them toward improvement.
ReplyDeleteThe Condition of Care is what I believe my students respond to the most. I work hard to keep an atmosphere of trust and respect going all the time. I want them to feel totally safe making mistakes because that’s where the real learning happens. When they know I genuinely care they are more willing to listen and accept the feedback.. That feeling of care acts like a sponge, making them way more receptive to feedback.
When I think of a struggling student, I think about a student who receives decent grades and performs well on assessments. She’s convinced she's just "not good at this," and that belief acts like a shield. She either dismisses good feedback as a fluke or sees criticism as proof that she’s a failure. It’s tough, because she’s not hearing the advice; she's only hearing her self-doubt. To break through that, I have to be incredibly careful, always praising the effort and the process to slowly—very slowly—help her rewrite that inner script.