I really had to think about this. I give a lot of immediate, oral feedback. Most of the tasks I assign are returned to the student towards the end of class. When I work with students, I watch them trying to solve new problems and stop them before they continue to make the same mistake over and over. I do not want them to practice doing something incorrectly. When I ask students to write, I tell them ahead of time what I’m expecting and especially what I’ll be checking in their work. That way I don’t go too far off course, and it helps focus their attention. I tend to hover when new concepts are being taught and don’t let students problem-solve. I need to step back a little longer before coming to their rescue.
I forgot to address mode and audience in my feedback. I give personal feedback because my students rarely work on the same task as the same time. When I tell students how to do something, it is accompanied by a demonstration of the problem or we re-write a sentence together to make it better.
Primarily, I provide individual feedback either written or orally. I, personally, love written feedback in addition to oral for larger projects because it touches on different modes of learning (auditory, visual, etc.) I like having a concrete document to look at and reflect back upon (including the ways I can improve) and I think this benefits my students as well.
Something I could do to improve my feedback could be to do more visual/demonstration. I try to provide models before the assignments so that they have an idea of what I am looking for, but showing them corrected version, or even working with them to make corrections could be a powerful form of feedback. I also think getting students more involved via individual discussion, or survey of some kind, would be beneficial in identifying individual areas of concern for students.
Types of feedback that I use: Direct questions to clarify their answers or thoughts, verbally, sometimes just talking using those teachable moments. How to improve my feedback? I think that I would use more demonstrations of what I am working on or have conferences with the students. I surveyed my students on what could I do better about feedback. I had to tell them what feedback was. They told me they felt like I provided good feedback.
The main feedback strategy I use is oral. When I use written feedback I often have to redirect my students to their journals so they can look at the marks and comments I made so we can dicuss and learn. All their really interested in is finding out their grade not why! Oral feedback is immediate and has more timely results. Body language, tone, voice, etc.. all effect oral feedback though so you do have to be careful how you are coming across. Students often don't hear the words you are saying more than how you are saying them. The last thing I want to come across as is sounding like the adults in Charlie Brown! The thing I try to do is be succinct and precise. Use few words to say alot. I try not to ramble and repeat myself, that loses the students interest. I want to get my point across in a direct way. Of course repeating is often necessary for my sped kids so if they do need that oral repetition than I try to rephrase it so I do not sound redundant. Of course non-verbal language is very important to monitor when giving oral feedback. Sometimes I don't feel good so my message comes across negative and my students take that personally. I have to be aware of that!
Looking at my teaching, I provide several types of feedback to my students. I give an immediate yes/no feedback usually with a redirecting question attached to it. I also provide interactive feedback. My students use a Trello board for their projects in my class. I can access Trello from anywhere and provide students comments about their work, I like using this since their peers can do the same thing too. I also encourage by modeling desired out comes. This is especially handy in social situations when the students are trying to learn how to respond in a particular environment or situation. One thing I need to work on is letting my students have some more “failures” before I step in. Students are so used to having one right answer and one wrong answer that they will start changing the answer if it is not exactly what the teacher wrote out. I need to start letting them see that while their maybe only one answer, there can be multiple ways to arrive at it.
I typically provide oral feedback. My students are anywhere from 4-8 and are still learning how to read. I think that I could improve my feedback by always making sure that the child has had time to reflect as well as myself. I generally provide immediate feedback such as, "I really like the way you helped your friend today!" and offer the praise. I also try to have something positive when I have negative feedback. I like to tell my students things like, "I see that you are struggling with your math today. I know that sometimes math can be hard but if we work together we can figure it out!" It goes so much farther.
I try to provide feedback instantly. I usually try to do this by saying- I like how you..., The way you did this was great, but this area could use some work. I use touch-(depending on the student) High five, pat on the shoulder, fist bump, etc. I also provide feedback if a child is exhibiting an unwanted behavior, I tell them, I want you to...then give them one minute to comply. For my kindergarten autistic student, he has a visual chart, with 3 one minute prompts. If he doesn't comply within that amount of time, then he knows we go into time out. We are very consistent, with our positive and negative feedback/reinforcement. I have found this helps our classroom situation immensely. After the student calms down, we then role play the situation and then ask him/her what they could have done differently. I always try to go back and reteach the desired behavior, so I can remind the student that we've practiced the desired behavior when they start to get upset again.
I usually give immediate oral feedback to individuals and as a whole group throughout my teaching. I try to make most feedback positive and specific. If I am providing negative feedback I try to find a positive way to put it or try to find something that they did right that I can acknowledge too. A way that I could improve is to bring up the feedback again at a later time and date to help tie in how the student has grown or learned from their past mistakes.
I usually use oral feedback. Many times we are doing math assignments on the board and a small amount of oral feedback is very beneficial for their confidence. I think we all fight the confidence issue with students these days. Also I think this goes along with the other post in that just a nice conversation with students goes a long way in making their day even better. I do use all types of feedback in the whole scheme of things but oral is definitely the most common for me.
When I taught elementary I would give feedback in a note on an assignment such as a smiley face or something written on top of the paper. High school students obviously don't respond to that as well as younger students. Also I believe students today need practice on face to face communication, they are to much into their devices. They lack the skills to be able to communicate with another human through face to face interaction
I typically provide feedback that is oral and individual. Unless it is a new skill, I give feedback that will help refine the skill. Sometimes the feedback is visual or a demonstration, especially if drawing a picture will help with comprehension. To improve feedback, I would try to be more specific with it. I would try to point out specific qualities that the student has done well along with the areas to improve.
Some of the points of feedback on page 23 were very helpful to me. For example: "When students are engaged in appropriately challenging tasks, they are more likely to respond to feedback because they need that information to continue growing and learning." Thinking of my math class, I typically use the "I do, we do, we do, we do, you do and I correct" model. My students rarely ask for help or think very much when we are making corrections. This statement helped me realize that I need the students to invest more in their work and actually want to learn the material. The tasks need to be challenging, and I need to be more conscientious of getting students to buy into the lesson.
Also, "Feedback focused on something that you already know does little to change understanding." The problem with feedback is that it is easier to pick out simple, objective things to correct (capitalizing letters, focusing on the math facts, etc.), instead of the broader concept. It is easy to look at the surface of assignments rather than shifting the focus to a student's cognitive understanding. Don't get me wrong, plants need to be pruned in order to grow well, but maybe my feedback should focus more on the general health of the plant, BEFORE I get busy pruning.
In my position, the most typical type of feedback I provide to students is immediate, verbal, and individualized, since I generally work with them in a 1:1 setting. Since my feedback does tend to be verbal, I also always try to have a positive and encouraging attitude because I know that my tone of voice, facial expression, etc. can all have an effect on how that feedback is being received. Additionally, I know I have my bad days, too, so I feel like this is something I need to constantly keep in check and make sure that the message I’m intending to send is the same message that the student is actually getting.
I tend to give immediate, oral feedback because I am typically working with a small group of students working on a specific skill. "Classrooms have to be safe places for errors to be recognized." Wow...that is definitely a powerful statement and one that really hit home with me. I try to frame my feedback in a positive way, although there are times when it isn't. One way that I could improve my feedback would be to be more specific in what I am telling students that they did well on or what they need to improve on. This would help them understand their errors more and learn more from them.
In working with Early childhood students, I provide feedback through oral communication. Wow I really like how you wrote your name or lets work on making that "a" correctly. When students are having problems with a task I usually use the I do, you do and we do which means that I will show you by doing it, then you try to do it, then we do it together. I also use physical feedback such as thumbs up, high five, chants, or they receive 5 minutes of a free choice activity. I don't do a lot of papers but I will also write the word awesome, sticker or smiley face for positive feedback. I feel like one way to improve would be to be specific in what I feel they did good in. I sometimes get to excited that they did the task to the best of their abilities, that I immediately give them a high five but don't really tell them specifically what I liked they did.
I provide most of my feedback orally. Oral feedback can just be placed naturally with the lesson. As the book states it is very important to stay positive with feedback. Even if an error is made teachers can frame the response in a constructive manner to help the student correct the error instead of shutting them down. I think having one-one-meeting with students periodically could help with feedback. I always have multiple students in my room so feedback is not always concentrated on one individual student.
This varies for me depending on the situation and the learner. I usually give positive feedback in the form of eye contact, smiles, nods, short encouragement like "good", "I can see you are thinking", "close" and correction may be as simple as a raised eyebrow. With some students, things need to be more concrete, immediate, and individualized to the specific next steps that are priorities for them. When assessing, I usually point out things I see the student has done well, and talk with them about their thinking in areas they haven't mastered yet. With adults, I think aloud, and ask questions I wonder if we have considered.
The majority of student feedback I give occurs during assessment. Since it was drilled into me during my assessment course that a student should not be able to discern if a problem was correct or not during assessment, I tend to give nonspecific verbal feedback. I will say "great job" rather they got the problem correct or not. I also provide feedback and encouragement for them to keep working. Usually at the end of our session, I will praise them for how hard they worked.
Often I feel I spend more time consulting with teachers than I do actually teaching students. When consulting with a teacher, I like to start with things they are doing well and then talk about areas of possible growth.
I think that most people want to do well. We like to keep our students at the point of challenge where what they are working on is not too easy, leading to boredom, and not to difficult, leading to frustration and possibly giving up. I like to be positive in my feedback and, if a person or I fail, I try to use the mistakes made as opportunity to learn. If we are overly critical of others, they will likely grow frustrated and likely have lesser effort. If we help them frame their mistakes as opportunity to learn and demonstrate the belief that through effort they can accomplish the task, they will more likely continue to try and we will more likely be seen as caring and willing to help.
I really had to think about this. I give a lot of immediate, oral feedback. Most of the tasks I assign are returned to the student towards the end of class. When I work with students, I watch them trying to solve new problems and stop them before they continue to make the same mistake over and over. I do not want them to practice doing something incorrectly.
ReplyDeleteWhen I ask students to write, I tell them ahead of time what I’m expecting and especially what I’ll be checking in their work. That way I don’t go too far off course, and it helps focus their attention.
I tend to hover when new concepts are being taught and don’t let students problem-solve. I need to step back a little longer before coming to their rescue.
I forgot to address mode and audience in my feedback. I give personal feedback because my students rarely work on the same task as the same time. When I tell students how to do something, it is accompanied by a demonstration of the problem or we re-write a sentence together to make it better.
DeletePrimarily, I provide individual feedback either written or orally. I, personally, love written feedback in addition to oral for larger projects because it touches on different modes of learning (auditory, visual, etc.) I like having a concrete document to look at and reflect back upon (including the ways I can improve) and I think this benefits my students as well.
ReplyDeleteSomething I could do to improve my feedback could be to do more visual/demonstration. I try to provide models before the assignments so that they have an idea of what I am looking for, but showing them corrected version, or even working with them to make corrections could be a powerful form of feedback. I also think getting students more involved via individual discussion, or survey of some kind, would be beneficial in identifying individual areas of concern for students.
Types of feedback that I use: Direct questions to clarify their answers or thoughts, verbally, sometimes just talking using those teachable moments.
ReplyDeleteHow to improve my feedback? I think that I would use more demonstrations of what I am working on or have conferences with the students. I surveyed my students on what could I do better about feedback. I had to tell them what feedback was. They told me they felt like I provided good feedback.
The main feedback strategy I use is oral. When I use written feedback I often have to redirect my students to their journals so they can look at the marks and comments I made so we can dicuss and learn. All their really interested in is finding out their grade not why! Oral feedback is immediate and has more timely results. Body language, tone, voice, etc.. all effect oral feedback though so you do have to be careful how you are coming across. Students often don't hear the words you are saying more than how you are saying them. The last thing I want to come across as is sounding like the adults in Charlie Brown!
ReplyDeleteThe thing I try to do is be succinct and precise. Use few words to say alot. I try not to ramble and repeat myself, that loses the students interest. I want to get my point across in a direct way. Of course repeating is often necessary for my sped kids so if they do need that oral repetition than I try to rephrase it so I do not sound redundant. Of course non-verbal language is very important to monitor when giving oral feedback. Sometimes I don't feel good so my message comes across negative and my students take that personally. I have to be aware of that!
Looking at my teaching, I provide several types of feedback to my students. I give an immediate yes/no feedback usually with a redirecting question attached to it. I also provide interactive feedback. My students use a Trello board for their projects in my class. I can access Trello from anywhere and provide students comments about their work, I like using this since their peers can do the same thing too. I also encourage by modeling desired out comes. This is especially handy in social situations when the students are trying to learn how to respond in a particular environment or situation.
ReplyDeleteOne thing I need to work on is letting my students have some more “failures” before I step in. Students are so used to having one right answer and one wrong answer that they will start changing the answer if it is not exactly what the teacher wrote out. I need to start letting them see that while their maybe only one answer, there can be multiple ways to arrive at it.
I typically provide oral feedback. My students are anywhere from 4-8 and are still learning how to read. I think that I could improve my feedback by always making sure that the child has had time to reflect as well as myself. I generally provide immediate feedback such as, "I really like the way you helped your friend today!" and offer the praise. I also try to have something positive when I have negative feedback. I like to tell my students things like, "I see that you are struggling with your math today. I know that sometimes math can be hard but if we work together we can figure it out!" It goes so much farther.
ReplyDeleteI try to provide feedback instantly. I usually try to do this by saying- I like how you..., The way you did this was great, but this area could use some work. I use touch-(depending on the student) High five, pat on the shoulder, fist bump, etc. I also provide feedback if a child is exhibiting an unwanted behavior, I tell them, I want you to...then give them one minute to comply. For my kindergarten autistic student, he has a visual chart, with 3 one minute prompts. If he doesn't comply within that amount of time, then he knows we go into time out. We are very consistent, with our positive and negative feedback/reinforcement. I have found this helps our classroom situation immensely. After the student calms down, we then role play the situation and then ask him/her what they could have done differently. I always try to go back and reteach the desired behavior, so I can remind the student that we've practiced the desired behavior when they start to get upset again.
ReplyDeleteI usually give immediate oral feedback to individuals and as a whole group throughout my teaching. I try to make most feedback positive and specific. If I am providing negative feedback I try to find a positive way to put it or try to find something that they did right that I can acknowledge too. A way that I could improve is to bring up the feedback again at a later time and date to help tie in how the student has grown or learned from their past mistakes.
ReplyDeleteI usually use oral feedback. Many times we are doing math assignments on the board and a small amount of oral feedback is very beneficial for their confidence. I think we all fight the confidence issue with students these days. Also I think this goes along with the other post in that just a nice conversation with students goes a long way in making their day even better. I do use all types of feedback in the whole scheme of things but oral is definitely the most common for me.
ReplyDeleteWhen I taught elementary I would give feedback in a note on an assignment such as a smiley face or something written on top of the paper. High school students obviously don't respond to that as well as younger students. Also I believe students today need practice on face to face communication, they are to much into their devices. They lack the skills to be able to communicate with another human through face to face interaction
I typically provide feedback that is oral and individual. Unless it is a new skill, I give feedback that will help refine the skill. Sometimes the feedback is visual or a demonstration, especially if drawing a picture will help with comprehension.
ReplyDeleteTo improve feedback, I would try to be more specific with it. I would try to point out specific qualities that the student has done well along with the areas to improve.
Some of the points of feedback on page 23 were very helpful to me. For example: "When students are engaged in appropriately challenging tasks, they are more likely to respond to feedback because they need that information to continue growing and learning." Thinking of my math class, I typically use the "I do, we do, we do, we do, you do and I correct" model. My students rarely ask for help or think very much when we are making corrections. This statement helped me realize that I need the students to invest more in their work and actually want to learn the material. The tasks need to be challenging, and I need to be more conscientious of getting students to buy into the lesson.
ReplyDeleteAlso, "Feedback focused on something that you already know does little to change understanding." The problem with feedback is that it is easier to pick out simple, objective things to correct (capitalizing letters, focusing on the math facts, etc.), instead of the broader concept. It is easy to look at the surface of assignments rather than shifting the focus to a student's cognitive understanding. Don't get me wrong, plants need to be pruned in order to grow well, but maybe my feedback should focus more on the general health of the plant, BEFORE I get busy pruning.
In my position, the most typical type of feedback I provide to students is immediate, verbal, and individualized, since I generally work with them in a 1:1 setting. Since my feedback does tend to be verbal, I also always try to have a positive and encouraging attitude because I know that my tone of voice, facial expression, etc. can all have an effect on how that feedback is being received. Additionally, I know I have my bad days, too, so I feel like this is something I need to constantly keep in check and make sure that the message I’m intending to send is the same message that the student is actually getting.
ReplyDeleteI tend to give immediate, oral feedback because I am typically working with a small group of students working on a specific skill. "Classrooms have to be safe places for errors to be recognized." Wow...that is definitely a powerful statement and one that really hit home with me. I try to frame my feedback in a positive way, although there are times when it isn't. One way that I could improve my feedback would be to be more specific in what I am telling students that they did well on or what they need to improve on. This would help them understand their errors more and learn more from them.
ReplyDeleteIn working with Early childhood students, I provide feedback through oral communication. Wow I really like how you wrote your name or lets work on making that "a" correctly. When students are having problems with a task I usually use the I do, you do and we do which means that I will show you by doing it, then you try to do it, then we do it together. I also use physical feedback such as thumbs up, high five, chants, or they receive 5 minutes of a free choice activity. I don't do a lot of papers but I will also write the word awesome, sticker or smiley face for positive feedback.
ReplyDeleteI feel like one way to improve would be to be specific in what I feel they did good in. I sometimes get to excited that they did the task to the best of their abilities, that I immediately give them a high five but don't really tell them specifically what I liked they did.
I provide most of my feedback orally. Oral feedback can just be placed naturally with the lesson. As the book states it is very important to stay positive with feedback. Even if an error is made teachers can frame the response in a constructive manner to help the student correct the error instead of shutting them down. I think having one-one-meeting with students periodically could help with feedback. I always have multiple students in my room so feedback is not always concentrated on one individual student.
ReplyDeleteThis varies for me depending on the situation and the learner. I usually give positive feedback in the form of eye contact, smiles, nods, short encouragement like "good", "I can see you are thinking", "close" and correction may be as simple as a raised eyebrow. With some students, things need to be more concrete, immediate, and individualized to the specific next steps that are priorities for them. When assessing, I usually point out things I see the student has done well, and talk with them about their thinking in areas they haven't mastered yet. With adults, I think aloud, and ask questions I wonder if we have considered.
ReplyDeleteThe majority of student feedback I give occurs during assessment. Since it was drilled into me during my assessment course that a student should not be able to discern if a problem was correct or not during assessment, I tend to give nonspecific verbal feedback. I will say "great job" rather they got the problem correct or not. I also provide feedback and encouragement for them to keep working. Usually at the end of our session, I will praise them for how hard they worked.
ReplyDeleteOften I feel I spend more time consulting with teachers than I do actually teaching students. When consulting with a teacher, I like to start with things they are doing well and then talk about areas of possible growth.
I think that most people want to do well. We like to keep our students at the point of challenge where what they are working on is not too easy, leading to boredom, and not to difficult, leading to frustration and possibly giving up. I like to be positive in my feedback and, if a person or I fail, I try to use the mistakes made as opportunity to learn. If we are overly critical of others, they will likely grow frustrated and likely have lesser effort. If we help them frame their mistakes as opportunity to learn and demonstrate the belief that through effort they can accomplish the task, they will more likely continue to try and we will more likely be seen as caring and willing to help.
ReplyDelete