Giving students feedback can often be an area where students feel confident if they are given feedback in the form of encouragement, or where they can feel really discouraged if the feedback is all criticism. Feedback is described as, "any reaction or response to a student." Students can read your facial expressions and will know if you do or do not like the work they have produced. When giving feedback, it should be immediate and specific. According to Jenson, better quality feedback is prompt, actionable, and task-specific. Staying on track, and immediately give feedback that addresses both strengths and weaknesses. The artifact above is an example of how a teacher can give prompt, actionable, and task-specific feedback. The rubric above gives students an idea of how well they did on a critical thinking task. Filling out the comments section is important and beneficial for students. Since I teach adolescent English, rubrics are something I use quite often. Students can follow the rubric, and in a fast, timely manner, I will return them with feedback on them. A rubric also helps students fix errors while the teacher is busy until he or she has time to sit down with the student and receive feedback face to face. Rubrics should be given and explained to students prior to giving them. A rubric is a great way to give feedback because it does not tell them just what they need to work on, but also what areas they are doing well in and how those areas can be used to help their weaker areas.
The purpose of encouragement when giving feedback is to perpetuate behavior, to keep it going and to increase it. When giving encouraging feedback, it is important to remember to give praise, then content feedback, and then rewards. The rewards will vary depending on what student it is for because all of the students are so vastly different. The purpose of criticism is to change or stop behavior, particularly learning mistakes, misbehavior, or bad judgement. The teacher has to prompt a question, and shape the answer the student gives. When shaping the answer, be informing and accepting. Some students will just not know or have the answers even if they are always raising their hands or wanting to share. Then you must identify the source of the mistake, and "probe" the students, which is used to understand what they student is thinking. You can also help students rethink their answers by repeating questions, or rewording them. You want to help students get to the correct answer. Balanced criticism is another way to provide feedback and this is where you say no to the wrong answer your student states and either have other students try to reach the correct answer, or you work with the children to construct the answer as a class. Avoid using the words, "But," rather use the word "And" instead.
I learned a lot about how to give feedback in the classroom. We want students to get to the right answer, or become great readers, writers, and Mathematicians. Here is an example of how I would give feedback to a student who answers the question incorrectly.
Teacher: "What color is the sky?"
Student: Purple
What color is the sky? Can we see the sky today? We can look outside and sees what color it is. (student who answered the question)-Okay John, listen to what your classmate has to say and then I will pick on you again in class. (picks another student).
Other student: The color of the sky is blue.
Teacher: That is great, you did a wonderful job. (Goes back to John to see if he improved and was listening)
This is just one beneficial way of giving feedback and you are not limited to the strategies given. Feedback allows students to try again, it shows you care, and is a way for them to learn from their mistakes and improve next time. Giving meaningful feedback improves student achievement. Remember, be specific, be prompt, be on task, and provide feedback in a meaningful, professional, non-hurtful way. Show students how to improve. Don't tell them how to improve.
The purpose of encouragement when giving feedback is to perpetuate behavior, to keep it going and to increase it. When giving encouraging feedback, it is important to remember to give praise, then content feedback, and then rewards. The rewards will vary depending on what student it is for because all of the students are so vastly different. The purpose of criticism is to change or stop behavior, particularly learning mistakes, misbehavior, or bad judgement. The teacher has to prompt a question, and shape the answer the student gives. When shaping the answer, be informing and accepting. Some students will just not know or have the answers even if they are always raising their hands or wanting to share. Then you must identify the source of the mistake, and "probe" the students, which is used to understand what they student is thinking. You can also help students rethink their answers by repeating questions, or rewording them. You want to help students get to the correct answer. Balanced criticism is another way to provide feedback and this is where you say no to the wrong answer your student states and either have other students try to reach the correct answer, or you work with the children to construct the answer as a class. Avoid using the words, "But," rather use the word "And" instead.
I learned a lot about how to give feedback in the classroom. We want students to get to the right answer, or become great readers, writers, and Mathematicians. Here is an example of how I would give feedback to a student who answers the question incorrectly.
Teacher: "What color is the sky?"
Student: Purple
What color is the sky? Can we see the sky today? We can look outside and sees what color it is. (student who answered the question)-Okay John, listen to what your classmate has to say and then I will pick on you again in class. (picks another student).
Other student: The color of the sky is blue.
Teacher: That is great, you did a wonderful job. (Goes back to John to see if he improved and was listening)
This is just one beneficial way of giving feedback and you are not limited to the strategies given. Feedback allows students to try again, it shows you care, and is a way for them to learn from their mistakes and improve next time. Giving meaningful feedback improves student achievement. Remember, be specific, be prompt, be on task, and provide feedback in a meaningful, professional, non-hurtful way. Show students how to improve. Don't tell them how to improve.