As individuals we thrive on feedback and we also a lot of time cringe at it. We take in feedback on our decisions, choices, products and ideas all day and every day. It can be overwhelming, but it is also how we improve and grow.
Our students get the same, if not more feedback than we do as adults. With the large amount of feedback coming at them constantly, it is important that we take into account three things when we provide our students with feedback: Intent, tone and format. Ideally face-to-face feedback is the best form of feedback. I recently had a teacher ask me why this is the best. I believe that it is the give and take of the face-to-face conversation. The student can hear the teacher, but is also able to clarify and ask questions in real time when receiving feedback.
In person meetings are not always realistic for all assignments and student feedback, so when we cannot meet in person, technology provides ways for us to communicate immediate, authentic and progressive feedback. It is important that our feedback is not a “Dead End” in learning. Feedback must be a catalyst for student learning. Mark Van Doren said, “The art of teaching is the art of assisting discovery.” Feedback should assist further discovery.
Hattie research indicates that feedback in general has an effect size of .7, but different types of feedback have greater or lesser effects on learning. It is important that whatever means we choose to use to provide student feedback, we are making our student feel confident in their tasks. Tone plays a large role in how we build student confidence in their tasks. Through using bitmojis and emojis in our responses to students. Color can also indicate tone, and stickers made in www.canva.com can also show tone of comments and feedback. In Joe Hirsch’s book, “The Feedback Fix” he suggests using “amplifiers” when communicating with students such as: “yes, and….” , “Let’s try to….”. Also framing our tone with reflection questions for students helps them to be reflective and think about the purpose of the task. It is important to keep all feedback specific to the task a student is doing or a skill they are learning. Through video and audio recording tone can be read through voice and facial expressions. Video feedback has an effect size of .63 in Hatties research.
Timing is extremely relevant when considering the Intent of feedback. Formative feedback might be automated through forms, or you could use Fluberoo to send an authentic message to each student. Forms allows the immediate feedback, but can also have attached resources or positive reinforcement to each question they answer. If we are not asking students to use the feedback to continue the learning, then effort and time can be saved in providing feedback. I use Learning Cycles to help build in class time to use feedback even after the summative assessment.
Format is the third area to consider when providing feedback. Do you desire a real time conversation through Google Docs? Is peer feedback important for a specific assignment? Prompting self reflection maybe the purposeful format for another assignment. With research finding that 30% of all feedback is misused or causes harm, it is important to always ask yourself what is your tone, intent and format for each assignment and select the proper way to provide feedback to students that they will receive well. If we are going to take time to provide feedback in a timely manner, it is equally as important for it to be relevant and used by the students.
Our students get the same, if not more feedback than we do as adults. With the large amount of feedback coming at them constantly, it is important that we take into account three things when we provide our students with feedback: Intent, tone and format. Ideally face-to-face feedback is the best form of feedback. I recently had a teacher ask me why this is the best. I believe that it is the give and take of the face-to-face conversation. The student can hear the teacher, but is also able to clarify and ask questions in real time when receiving feedback.
In person meetings are not always realistic for all assignments and student feedback, so when we cannot meet in person, technology provides ways for us to communicate immediate, authentic and progressive feedback. It is important that our feedback is not a “Dead End” in learning. Feedback must be a catalyst for student learning. Mark Van Doren said, “The art of teaching is the art of assisting discovery.” Feedback should assist further discovery.
Hattie research indicates that feedback in general has an effect size of .7, but different types of feedback have greater or lesser effects on learning. It is important that whatever means we choose to use to provide student feedback, we are making our student feel confident in their tasks. Tone plays a large role in how we build student confidence in their tasks. Through using bitmojis and emojis in our responses to students. Color can also indicate tone, and stickers made in www.canva.com can also show tone of comments and feedback. In Joe Hirsch’s book, “The Feedback Fix” he suggests using “amplifiers” when communicating with students such as: “yes, and….” , “Let’s try to….”. Also framing our tone with reflection questions for students helps them to be reflective and think about the purpose of the task. It is important to keep all feedback specific to the task a student is doing or a skill they are learning. Through video and audio recording tone can be read through voice and facial expressions. Video feedback has an effect size of .63 in Hatties research.
Timing is extremely relevant when considering the Intent of feedback. Formative feedback might be automated through forms, or you could use Fluberoo to send an authentic message to each student. Forms allows the immediate feedback, but can also have attached resources or positive reinforcement to each question they answer. If we are not asking students to use the feedback to continue the learning, then effort and time can be saved in providing feedback. I use Learning Cycles to help build in class time to use feedback even after the summative assessment.
Format is the third area to consider when providing feedback. Do you desire a real time conversation through Google Docs? Is peer feedback important for a specific assignment? Prompting self reflection maybe the purposeful format for another assignment. With research finding that 30% of all feedback is misused or causes harm, it is important to always ask yourself what is your tone, intent and format for each assignment and select the proper way to provide feedback to students that they will receive well. If we are going to take time to provide feedback in a timely manner, it is equally as important for it to be relevant and used by the students.