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Article Title: Giving Student Feedback: 20 Tips To Do It Right
This InformED article offers 20 practical and valuable tips when giving students feedback. It makes the point that feedback must focus on improving student performance in a positive manner by instilling an “I can do this” attitude into students. Only in a constructive format will feedback be effective to the learning process.
In math in particular, it's easy as a teacher to want to simply correct a student's work when we see they have made a mistake solving a problem. Yet, where is the learning in that method and how does that affect a student's self image? If I, instead, have them talk through their mathematical thought process, I am able to easily compliment them on what they did correctly as they approached a problem. Then I can help them determine where their point of confusion is and work on strategies to overcome that confusion. When students state, "I just don't get it," it is rare for them to not be able to tell me something they do know about the math problem on which they are working. Asking them to share their thought process with me provides them with a natural confidence boost as they see they do, if fact, know a bunch about math already. I liked the practicality of the 20 tips in this article as well as how they focus in on students' needs. While I listed the 20 tips below, I highly encourage all to read the details in the full article.
1. Feedback should be educative in nature.
2. Feedback should be given in a timely manner.
3. Be sensitive to the individual needs of the student.
4. Ask the 4 questions--What can the student do?; What can’t the student do?; How does the student’s work compare with that of others?; How can the student do better?
5. Feedback should reference a skill or specific knowledge.
6. Give feedback to keep students “on target” for achievement.
7. Host a one-on-one conference.
8. Feedback can be given verbally, non-verbally or in written form.
9. Concentrate on one ability.
10. Alternate due dates for your students/classes.
11. Educate students on how to give feedback to each other.
12. Ask another adult to give feedback.
13. Have the student take notes while you offer feedback.
14. Use a notebook to keep track of student progress.
15. Return tests, papers or comment cards at the beginning of class.
16. Use Post-It notes.
17. Give genuine praise.
18. “I noticed….”
19. Provide a model or example.
20. Invite students to give YOU feedback.
Article Link: http://www.opencolleges.edu.au/informed/features/giving-student-feedback/
Reynolds, Laura. "Giving Student Feedback: 20 Tips To Do It Right." InformED. 11 June 2013. Web. 20 Oct. 2015. <http://www.opencolleges.edu.au/informed/features/giving-student-feedback/>.
Article Title: Using Interactive Notebooks for Inquiry-Based Science
This is a comprehensive article on promoting student learning through a responsive instructional approach, called the Interactive Science Notebook (ISN). An ISN is “a perfect opportunity for science educators to encapsulate and promote the most cutting-edge constructivist teaching strategies while simultaneously addressing standards, differentiation of instruction, literacy development, and maintenance of an organized notebook as laboratory and field scientists do.”
The ISN described in this article is broken into a right-side and left-side page system “in which students create ‘input’ on the right-side pages (lecture notes, lab data, reading notes, etc.) and then process that input in a meaningful and personalized manner on the left-side pages in the form of ‘output’.” Through this method, students must use higher-order thinking to produce their output, connecting prior knowledge and experience to their science learning. It promotes creativity and allows for individual learning styles during the learning process. It also offers excellent, multi-layered feedback opportunities to both students and the teacher.
In the article is information on setting up an ISN, a detailed example of an Assessment Rubric to use as a student expectation guide as well as for the teacher when grading the ISN, and a discussion on a self-evaluation assessment mode. There is information a teacher can provide to students outlining the differences between the right and left side of the ISN, including possible output activities, plus pictures and links of actual student input and output, with clear explanations of what is asked of the students in creating an ISN.
I included this article in my blog as I plan to utilize an interactive notebook in whatever subject I teach in the future, and this particular ISN system is the finest and most comprehensive I've seen so far. Having my students create and use an interactive notebook will promote active engagement in their learning. It will provide me with timely, high-quality feedback. I will be able to easily determine if my students accurately understood the information we have been learning and to what extent, superficially or deeply. It will allow for students to participate in more, higher-level thinking and express their thoughts in a manner they can later refer to when remembering the essence of a topic learned. The act of organizing the information they are learning in a personal way lends greatly to increased memory on a particular topic. This type of student information will aid me in tweaking future lessons in areas the students are still struggling or ones where they have misconceptions that I need to clarify. It’s fun, personalized learning. For what more can I ask?
Chesbro, Robert. "Using Interactive Notebooks for Inquiry-Based Science." NSTA News. 30 Mar. 2006. Web. 21 Oct. 2015. <http://www.nsta.org/publications/news/story.aspx?id=51882>.
This is a comprehensive article on promoting student learning through a responsive instructional approach, called the Interactive Science Notebook (ISN). An ISN is “a perfect opportunity for science educators to encapsulate and promote the most cutting-edge constructivist teaching strategies while simultaneously addressing standards, differentiation of instruction, literacy development, and maintenance of an organized notebook as laboratory and field scientists do.”
The ISN described in this article is broken into a right-side and left-side page system “in which students create ‘input’ on the right-side pages (lecture notes, lab data, reading notes, etc.) and then process that input in a meaningful and personalized manner on the left-side pages in the form of ‘output’.” Through this method, students must use higher-order thinking to produce their output, connecting prior knowledge and experience to their science learning. It promotes creativity and allows for individual learning styles during the learning process. It also offers excellent, multi-layered feedback opportunities to both students and the teacher.
In the article is information on setting up an ISN, a detailed example of an Assessment Rubric to use as a student expectation guide as well as for the teacher when grading the ISN, and a discussion on a self-evaluation assessment mode. There is information a teacher can provide to students outlining the differences between the right and left side of the ISN, including possible output activities, plus pictures and links of actual student input and output, with clear explanations of what is asked of the students in creating an ISN.
I included this article in my blog as I plan to utilize an interactive notebook in whatever subject I teach in the future, and this particular ISN system is the finest and most comprehensive I've seen so far. Having my students create and use an interactive notebook will promote active engagement in their learning. It will provide me with timely, high-quality feedback. I will be able to easily determine if my students accurately understood the information we have been learning and to what extent, superficially or deeply. It will allow for students to participate in more, higher-level thinking and express their thoughts in a manner they can later refer to when remembering the essence of a topic learned. The act of organizing the information they are learning in a personal way lends greatly to increased memory on a particular topic. This type of student information will aid me in tweaking future lessons in areas the students are still struggling or ones where they have misconceptions that I need to clarify. It’s fun, personalized learning. For what more can I ask?
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