Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

Design by
Lisa Dempsey

 

How To: Adjust Your Teaching Style to Your Students' Learning Style
How to Home
How To: Adjust Your Teaching Styles to Students' Learning Styles
How To: Develop as a Professional
How To: Implement Standards, Curriculum, and Assessment

Feedback and Teaching
Sharon Longert
 

As educators, we are dependent on evidence of best practices in the work that we do with children.  We rely on feedback from mentors, coaches, and supervisors that have a grounding in the evidence we produce that provides a window to our teaching skills.  Evidence comes from direct observation and the review of a teacher’s skill in designing and sequencing meaningful learning experiences, locating appropriate resources, long-range planning, developing assessments, and communicating with the school community and families.  Self-reflection and self-evaluation are also a part of the feedback cycle.  Just as we are sensitive to feedback about our performance, and need feedback to improve our work, students deserve and are entitled to productive feedback about their work. Students need to know about the evidence that teachers find in their work and the evaluation of their work based on specific guidelines.

In providing feedback to students, these strategies need to be considered as we work with students individually, in small group and in large groups:

  • Timing – When it is given and how often.  Provide feedback as often as is practical, for all major assignments.  Attempt to provide timely feedback to encourage student thinking and processing.
  • Amount – How many points are made and how detailed is each point.  Prioritize by selecting the most important points.  Choose points that relate to the main learning goals, while considering the students’ developmental level, prior knowledge, and ability in long and short-term memory.  Students need feedback when they are still mindful of the learning target. They need the feedback information while there is still time to act on it and they need enough feedback so they understand what to do but not so much that the work is done for them. Teachers need to consider commenting on strengths as well as weaknesses.
  • Mode of Feedback – Is it oral, written, or a visual/demonstration.  Select the best mode so that the message is well received.  On written work, give written feedback. Jot notes on the assignment cover sheet when students need to be able to save and look over their work. Use oral feedback if the student has difficulty reading or if the feedback is long.  Use demonstration if the student needs an example of how to do something or what something “looks like.”
  • Audience – Individual feedback says that the teacher values the student’s learning.  Group or whole class feedback is effective if a large number of students missed the same concept. This is also a great opportunity for reteaching.

Feedback provides the student and the teacher with a connection between what they did and the results they got.  The students begin to focus on careless errors and confusion of facts and concepts so they can “study smarter, not harder.”  The purpose of feedback is to empower students to be engaged in the learning process so that they can improve their own performance.  It makes a connection between student work and their more intentional efforts.  The beauty of thoughtful, well planned feedback is to avoid personal comments; it is a learning tool that can aid teachers and students in their goals to learn in a productive environment.

Do you have a question or comment about this article? E-mail me.

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before