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Effective Feedback: Baker Notes

Page history last edited by Debby Baker 10 years, 2 months ago

Asked for 3 teams-showed a picture.  One member had back to screen. Other had to describe how to draw the picture...

Reflection on the type of feedback they were getting from their teammate.

How much is too much feedback?  What's the right kind of feedback....goldilocks.  Needs to be just right.

 

Feedbak Considerations:

  1. Timing-consider when and how often.  When would feedback be the most helpful?  Homework-receive feedback when the learning target is still in mind. Still want students to be challenged and continue to grow.
  2. Amount - depends on the student and their capabilities
  3. Mode- oral, written or demonstration.  Still depends on the student and the nature of the assignment. 
  4. Audience - individual or group
  5. Content - what should be included?
    1. Feedback that's focused on the task itself as well as the process is the most helpful
    2. The minute you grade something, learning stops.  Need to give descriptive feedback rather than a grade.  Include info that they can actually use. Don't be judgmental.
    3. Don't inundate--too much is too much
    4. Comparison-compare work to the standard. Do students know what the standard is. Show the rubric ahead of time.
    5. Specificity and Tone--be specific (no "good job") (see description in handouts)

 

Student Involvement

  1. Reflection-
    • Where am I?
    • Where do I need to be? (based on identified learning targets)
    • What do I need to do to get there?

 

Importance of involving students and giving feedback.  Utilize rubrics.

 

Understanding Grading Practices

  • Students shouldn't be surprised about what their grade is going to be

Student-led Conferences-

 

 

 

 

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