Excellence in Education: Feedback
Research (John Hattie, Susan Brookhart, Robert Marzano) clearly indicates that feedback, whether it be positive reinforcement, areas for improvement, or clarifying goals, is one of the most important things we can do to advance student learning.
Since high quality feedback can be provided in a variety of ways, I’ve been on the lookout for ways to provide effective feedback. Here are some extremely awesome strategies I've seen this year:
- Written notes on student work, especially with no grade attached or comments/questions that require students to respond.
- After students completed an assignment, the teacher grouped students based on the feedback they needed. This created about six different feedback groups and the teacher was able to provide specific feedback to the groups and they were able to work together to solve their problems.
- Self-reflective feedback that required students to evaluate and reflect on their own work.
- Pluses and minuses was a peer feedback technique that I saw a teacher use. Students simply commented on what was done well (based on a general rubric) and what could be done better. The teacher prompted them with the discussion question: What’s next? as a conclusion to peer feedback.
Tips from John Hattie’s Visible Learning and the Science of How We Learn
- It is important to focus on how feedback is received rather than how it is given
- Feedback becomes powerful when it renders criteria for success in achieving learning goals transparent to the learner
- Feedback becomes powerful when it cues a learner’s attention onto the task, and effective task-related strategies but away from self-focus
- Feedback need to engage learners at, or just above, their current level of functioning.
- Feedback should challenge the learner to invest effort in setting challenging goals
- The learning environment must be open to errors and to disconfirmation
- Peer feedback provides a valuable platform for elaborative discourse. Given opportunities, students readily learn appropriate methods and rules by which respectful peer feedback can be harnessed
- Feedback cues teachers to deficiencies within their instructional management and can lead to efforts to improve teaching practices
Need to Knows
February 9: School Safety Survey with extended 1A block (schedule below). We'll be asking that all teachers submit a separate attendance document just for the survey (more info will be forthcoming).
Thanks for your help in administering (re-administering) the SpeakUp Survey.
February 14: LoveFest, All 8 Periods Meet (schedule below)
Thanks for your help in administering (re-administering) the SpeakUp Survey.
February 14: LoveFest, All 8 Periods Meet (schedule below)
February 16: A-Day (schedule below)
❢❢February 15: All Staff Meeting (AM ONLY) ❢❢
February 19: Normal School Day
❢❢February 15: All Staff Meeting (AM ONLY) ❢❢
February 19: Normal School Day
Field Trips
February 5: Wired Playwrights
February 8-9: Model UN to Baltimore
February 9: District Chorus and trip to CATEC
February 16: AVID to UVA
Birthdays
CeCe Brown, cafeteria - February 5
Ruth Tapscott - February 6
Ronnie Brown - February 8
Dave Waters - February 11
Useful Information
The inline grading feature in Blackboard is being disabled until after spring break. This feature allows you to look at a submitted assignment in the web browser, rather than having to download it and open it. If you use this feature, please contact Gene Osborn for more info.
LTI Newsletter on computational thinking/coding❢❢
Activity Period Calendar : Club day this Friday
Technology / Website Permission Request Form Please use this form to request use of a website or any resource that requires student log-in if the site is not already on the approved list. DART approved list
Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm Please be sure to have announcements cued and ready to go at 8:55 every morning.
Announcement Request: http://tinyurl.com/requestannouncement
Worth Your Time
A Support Team for Every Student
6 Ed-Tech Tools for 2018 Some great suggestions here!
Don't Know Much About History: A Disturbing New Report on How Poorly American Schools Teach Slavery I know many of you received your Teaching Tolerance magazine from which this article emanates. Reading it caused me to think back to the fall when we were experiencing the BLM and Confederate Flag issues and over the course of the days, a few students make the following comments.
- Blacks fought for the Confederacy. The number of blacks that fought for the Confederacy was statistically insignificant.
- The Civil War was about states' rights, not slavery. Please read the Declaration of Immediate Causes--slavery, not states' rights nor anything else is the cause of slavery, and these other issues were inseparable from slavery.
- There were white slaves too. The differences between indentured servants and slaves is vast and not worthy of a comparison.
Somewhere along their lives, these students had been incorrectly taught (note: they were all sophomores or freshmen, so they haven't had US History yet. But for me, when we don't teach the history of slavery correctly, we become partially responsible for the current rift between blacks and whites.
More Calendars
February 14th LoveFest Schedule
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0 Period
7:40-8:40
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1A
8:55-9:40
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1B
9:45-10:27
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2A
10:32-11:14
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2B
11:19-12:44
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3A
12:49-1:31
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3B
1:36-2:18
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4A
2:23-3:04
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4B
3:09-3:50
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Friday Schedule with Long Lunch
A-Day
January 12, January 26, February 16
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“0” Period (7:40 – 8:40)
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1st Period
8:55-10:15
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Mustang Morning
10:20-10:55
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2nd Period
11:00-1:00
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3rd Period
1:05-2:25
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4th Period
2:30-3:50
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