“Whether you are teaching in a preschool, elementary school, middle school, high school, or even college, you will want to elicit responses during instruction, carefully monitor students’ responses, provide both corrective and affirmative feedback, and maintain a brisk pace.” - Anita L. ArcherRead More
Deb Munis, Director of Educational Options at the Auglaize County ESC, shared this story with us.
Our school began using the Ohio Improvement Process (OIP) two years ago—we have had a difficult time meeting AYP. Last year, we dove into the OIP and FIP. Because of the online nature of our school, some of our teachers do not live within the school district, within the county, within the state, or even within the country. For our students, this is wonderful. We can really pick the teachers that we feel match our needs from a wide pool of candidates. But this advantage also has its downsides: How do you hold meetings for teacher-based-teams? How do you build trust and collaboration? We have found that this takes much longer than the traditional district because you don’t eat lunch with Mrs. Jones or pass Mr. Smith in the hallway.Read More
In 2007, Hattie and Timperley discovered from their meta-analysis of almost 8,000 studies that feedback is nearly seven times as effective in improving student learning as reducing class size. They found that feedback is "the most powerful single modification that enhances achievement."
Feedback is effective when it consists of information about progress, and/or about how to proceed.Read More
As a middle school social studies teacher, I knew my practice was not perfect, but I was pretty sure that I was providing my students the feedback they needed. I had over 150 students writing in their composition notebooks daily, responding to prompts, or writing their own questions. I was really proud that my students were doing so much writing in social studies. But, this also meant that I had 150 journals to read and respond to each week. I packed up all of the journals and took them home for the daunting task at hand. I would spend my Sunday afternoons reading and responding to student journals because I thought it was important that they know I was reading their writing and that I cared about what they thought. I was working hard to provide them with feedback, but was it effective? The truth is, probably not.Read More
“The secret of effective feedback is that saying what’s wrong isn’t enough; to be effective, feedback must provide a recipe for future action.” - Dylan Wiliam
Learn about effective feedback—feedback that moves learning forward and fosters students’ independent thinking by guiding them in the right direction.
Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree.
If you haven’t noticed, the FIP Your School Ohio team has been trying to feature effective feedback on the blog. We’ve been unofficially dubbing this month “Feedback February.” Mostly because we like good alliteration, but also because feedback seems to be getting a lot of buzz right now—from the feedback loops between administrators, teachers, and students to leveraging the immediate feedback of gaming.Read More