Feedback incl. Praise





Feedback on Learning - Dylan Wiliam

#3 Positive Feedback: The PIPS Model - Positively MAD (UK)

#4 Positive Reflection: Win, Learn, Change - Positively MAD (UK)

#5 Positive Feedback: The What? How? Method - Positively MAD (UK)




Feedback (AITSL): There is a wealth of material/resources here on 'FEEDBACK'.




Feedback: Medals and Missions by Geoff Petty (Blog). Professor John Hattie found that Feedback has more effect on achievement than any other factor. Professors Paul Black and Dylan Wiliam of Kings College London spent four years studying and reviewing research into feedback which is closely linked to ‘formative assessment’. They concluded in agreement with Professor Hattie that formative assessment has a huge effect on learning quality.

Feedback for Learning: Make Time to Save Time by Maia Appleby (Learning Sciences). If you’re going to use your precious time to give feedback, plan classroom activities so students can respond and act on it.

How I Learned to Be Strategic about Writing Comments by Cris Tovani (ASCD). By setting up ways to get frequent feedback from students' works in progress, we can find out what they need―before it's too late, writes Cris Tovani in this Educational Leadership article. "Getting feedback from student work and giving students feedback to advance their learning are both essential, but educators have to be strategic in how we use these instructional moves. In the end, both teacher and students have to get smarter," she concludes.

Is the Feedback You’re Giving Students Helping or Hindering? by Dylan Wiliam (Learning Sciences). No matter how well the feedback is designed, if students do not use the feedback to move their own learning forward, it’s a waste of time.

Learning-Focused Feedback by Kathy Dyer (ASCD). In this ASCD Express article, Kathy Dyer shares that we give feedback to students all the time: in the moment, daily, weekly, and at the end of a unit or year, and that research about formative assessment shows that feedback is a foundational practice that makes a difference in student learning. But how can we make sure our guidance encourages our students' learning and growth? Dyer explains three feedback models and the insights to take away from each.

Send the Right Message: Abolish Red Pens for Correcting Papers by Karen Gross (Huffpost Education). Corrections in red ink can send negative messages to students, Karen Gross, former president of Southern Vermont College and former senior policy adviser to the US Department of Education, writes in this blog post. Students would benefit from more positive feedback -- and feedback in a more positive colored ink, she suggests. 

Study: Feedback doesn’t always help students by Grace Tatter (Chalkbeat). Feedback given after an educator teaches a lesson may lower student performance on other problems and post-tests, according to a Vanderbilt University study. "Under some conditions, we may need to refrain from 'rescuing' children by providing them with feedback, and instead let them struggle, engage and learn on their own," study author Emily Fyfe said. 

Teaching Students To Give And Receive Meaningful Feedback by Kristin Vanderlip Taylor (ASCD). "Learning to give and receive meaningful feedback is a skill that will benefit students throughout their lives, in both social and academic conversations and regarding their own work and the works of others," writes Kristin Vanderslip Taylor in this Inservice blog post. She shares tips for how teachers can model and provide the time and space for such collaborative conversations to occur regularly, and facilitate a lifelong aptitude for asking questions that provoke insight and reflection. 

The Secret of Effective Feedback by Dylan Wiliam (ASCD). Feedback is only successful if students use it to improve their performance.

Using Global Feedback to Build Growth Mindset by Tim Kramer (MiddleWeb). Feedback can help reinforce a growth mindset in students, educator Tim Kramer writes in this commentary, where he reflects on the role of feedback in one of his lessons. "In the vast majority of cases, the feedback received helped the student recognize a mistake or an area of weakness in their learning and/or production process," he writes.




A 'No-Nonsense' Classroom Where Teachers Don't Say 'Please' by Lisa Worf (nprEd). The Center for Transformative Teacher Training has worked with about 250 schools to introduce No-Nonsense Nurturing -- a teaching approach that keeps classroom praise to a minimum. This article focuses on its use in a North Carolina school, where educators say engagement is up and the number of out-of-school suspensions is down. 

Giving too much praise may lead to child narcissism by Dennis Thompson (Health Day). Researchers looked at 565 7- to 11-year-olds in Netherlands and found that those who received too much praise from their parents had a greater tendency toward narcissism. The study was published in the Proceedings of the National Academy of Sciences.

On Praise by Robert Ahdoot (SmartBlog). Educator offers alternative to traditional student praise. Mirroring how a student feels when accomplishing a difficult task can serve as an alternative to traditional praise, high-school math teacher Robert Ahdoot writes in this blog post. He explains what this technique might look like in the classroom.

The 6 Characteristics of Effective Praise by Barbara R. Blackburn (MiddleWeb). Tips for giving effective praise. Praise can be a powerful tool in the classroom, writes author and expert Barbara Blackburn. In this article, she shares six characteristics of effective praise, such as that it sets high expectations and promotes independence, and she cautions that sarcasm undermines praise. 

Too Many Kids Quit Science Because They Don't Think They're Smart. But praising their intelligence can make them feel even mor.e insecure. A self-esteem expert offers a way out of the conundrum. By Alexandra Ossola. Proper praise from parents and educators can help students learn how to persevere and learn from errors, Carol Dweck, a professor of psychology at Stanford University in California, says in this interview. Such praise involves recognizing students for the process instead of placing too much praise on ability, talent or intelligence, she says.










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