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7 Things To Remember About Classroom Feedback

7 Things To Remember About Classroom Feedback
Related:  Formative Practice

7 Effective Templates For Teacher Feedback Feedback in the classroom is often one-sided: the teacher gives feedback and the student receives it, generally relating to the quality of their work. Depending on the level of the students you teach, you may find yourself subject to student evaluation, but generally that only comes once a semester (at least at the university level), and generally when the course is completed and grades are either done or almost done. When I was a teacher, some of the most useful feedback I got was from my students at the end of the semester. I also understand why feedback was only solicited at the end of the semester: so that students wouldn’t fear that their grade might suffer if they offered criticism in their feedback.

This Chart Explains Every Culture In The World Cultures are complicated, and anyone attempting to explain or group them will struggle to avoid giving offence. Political scientists Ronald Inglehart of the University of Michigan and Christian Welzel of Luephana University in Germany put forth their best effort by analysing data and plotting countries on a “culture map.” Their system stems from the World Values Survey (WVS), the largest “non-commercial, cross-national, time series investigation of human beliefs and values ever executed,” which dates back to 1981 and includes nearly 400,000 respondents from 100 countries. The latest chart, published several years ago, includes data from surveys conducted from 1995 to 1999, 2000 to 2004, and 2005 to 2009. Check it out: So what’s going on in this chart? On the y-axis, traditional values emphasise the importance of religion, parent-child relationships, and authority, according to WVS. Here’s how WVS explains the main trends:

5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. So that day, I learned about wait/think time. Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own. Keeping It Simple I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. #1. This question interrupts us from telling too much. #2. After students share what they think, this follow-up question pushes them to provide reasoning for their thinking. #3. #4. This question can inspire students to extend their thinking and share further evidence for their ideas. #5.

What Colour are You? | Our Better World By Andrew Purchase A few days ago, while I was working at my desk, my five-year old daughter, Ella, appeared at my elbow. She had been doing some thinking. She was holding a periscope in her hand. (In her other hand she had her grubby stuffed rabbit). A toothy grin. Ella had evidently been giving a great deal of thought to something in the adult world above. "Daddy," Ella did not wait for the next appropriate gap in my concentration. "Daddy!" "Daddy, I have a question for you." "Yes, Ella," I automatically mouthed as the document I was reading continued to detain my full attention. Same colour "Daddy," the emboldened little voice chirped. Through the intense concentration on my thoroughly boring document, I could hear the unmistakable ring of profundity emanating from a child at elbow height. It was that feeling you get when you are sleeping, enjoying some dream, and your wife prods you in the ribs, prompting you to turn off the ringing alarm clock next to your head. "Say that again, Ella."

5 Ways to Help Your Students Become Better Questioners The humble question is an indispensable tool: the spade that helps us dig for truth, or the flashlight that illuminates surrounding darkness. Questioning helps us learn, explore the unknown, and adapt to change. That makes it a most precious “app” today, in a world where everything is changing and so much is unknown. To change that is easier said than done. How to Encourage Questioning 1. Asking a question can be a scary step into the void. 2. This is a tough one. 3. Part of the appeal of “questions-only” exercises is that there’s an element of play involved, as in: Can you turn that answer/statement into a question? 4. Obviously, we must praise and celebrate the questions that are asked -- and not only the on-target, penetrating ones, but also the more expansive, sometimes-offbeat ones (I found that seemingly “crazy questions” sometimes result in the biggest breakthroughs). 5. So ask yourself this beautiful question: How might I encourage more questioning in my classroom?

Can we change the PD culture of communication? By Tom DaccordRead more by Contributor October 9th, 2014 Yet, even more striking than this large congregation of observers was the conversation that ensued afterwards. All of the observers, as well as a few additional participants, gathered in a room immediately after the class to discuss it. The principal gave a brief opening evaluation of the lesson and then asked us to critique it point-by-point. And critique it we did: the teacher’s stated instructional goals, her preparation, her instructional strategies, her pacing, her interactions with the students, her technology guidance, her wrap-up, and other facets of her lesson. Then the teacher showed up. Actually, this is what I sometimes did when I served on my former school’s teacher evaluation committee. But here in this Singapore classroom, the air was totally different. Tom Daccord is the director of EdTechTeacher, a professional learning organization.

Assessment for learning: are you using it effectively in your classroom? | Teacher Network | Guardian Professional Engagement and effort are essential characteristics of good learners. Research indicates that children who start school socially and academically ahead of their peers tend to be more successful in school. This results in an achievement gap, which widens as children move through the school system if it persists. One of the factors that can influence this is the way assessment is perceived by youngsters who start at a disadvantage; it can either strengthen or break their belief in their capabilities. Schools in England have become data driven; teachers are heavily influenced by the need to produce summative performance data to assess school effectiveness, set targets and monitor standards. Assessment need not have this effect on learners if teachers focus their efforts on formative assessment, which supports learning rather than judging achievement. At the same time, students can question their own learning as they try to make sense of their own ideas.

10 Smart Tools For Digital Exit Slips Snapshots Of Understanding? 10 Smart Tools For Digital Exit Slips by Ryan Schaaf, Assistant Professor of Technology, Notre Dame of Maryland University Do they get it? After an instructional lesson is over, educators are left with a classroom full of students looking at them. Did my students get the lesson? Are there any ideas, concepts or skills they are still unsure of? Do my students have any misconceptions about the lesson and its content? Do I have to review anything tomorrow? These are just a few of the questions reflective educators are left to contemplate after the bell has rung. The format of an exit ticket varies. In the age of digital learning, exit tickets are no longer confined to small slips of paper collected by educators as students leave their classrooms (although this method is still fine). Here are ten digital exit slip tools to choose from. Google Forms Educators can set up exit tickets with varying question types and submit requests to participate via email or sharable link.

60 Non-Threatening Formative Assessment Techniques 60 Non-Threatening Formative Assessment Techniques by TeachThought Staff As frequently as a chef needs to check a sauce for taste, teachers should check for understanding. These can be formal–formative or summative assessment, multiple choice, short answer, essay, matching, and related iconic “test” forms. But they can also be informal–conversations, gallery walks, sketches, and more. We recently shared the Inconvenient Truths of Assessment, and one of the takeaways from that post by Terry Heick could be that rather focusing on the design of assessment, we could instead focus on a climate of assessment. So what about assessment as a matter of tone and purpose? Is informal assessment a “lesser” form altogether? The Primary Benefit Of Informal Assessment More than anything else, non-threatening, informal assessment can disarm the process of checking for understanding. If you have trouble viewing the embed below, you can find the original document from LCS here.

edutopia I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Why Formative Assessment Makes Better Teachers Formative assessment is done as students are learning. Here's what happened in my classroom. "We've got this, it's easy," they said. I looked at the other students and asked, "Do you have this?" They nodded their heads furiously up and down in a "yes." My teacher instincts said that everyone knew it, but I decided to experiment. I was floored. I taught for another few minutes and gave them another problem. But the end result was not what you think. I am sold. Good teachers in every subject will adjust their teaching based upon what students know at each point. Formative Assessment Toolkit Learn the strengths and weaknesses of each tool. 1. Socrative can be used for quick quizzes and also on the fly, as I've already shared. 2. 3. 4. 5.

The A-B-Cs of Giving Feedback to a Colleague Providing feedback. It’s so much more than sharing some helpful information with another person regarding his or her work. It’s a gift — a chance to help someone improve themselves or their work, and ultimately our students will benefit. If you think about it, feedback is as much about you as the person you’re providing it to. While there are many things to consider before providing feedback, narrowing the focus to a few simple A-B-Cs can be quite helpful. A. Any ideas you provide should be easy to understand and conveyed as suggestions or questions. B. Don’t bury your feedback in fluff. C. Let’s say you’re reviewing a lesson plan or instructional unit for a colleague. Perhaps the best thing we can do when we’re asked to provide feedback is to think about what we hope for when we are the recipients of feedback, and then provide our “hope-fors” to the colleagues we’re helping. Resources Note: I could not have completed this post without effective feedback shared by colleagues.

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