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Keys to Providing Effective, Consistent, and Efficient Feedback

Keys to Providing Effective, Consistent, and Efficient Feedback. Ben Lusk Director of Curriculum Campbell County Schools. Essential Question of the Day:. What are the characteristics of effective feedback? Goals for effective feedback : Define the characteristics

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Keys to Providing Effective, Consistent, and Efficient Feedback

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  1. Keys to Providing Effective, Consistent, and Efficient Feedback Ben Lusk Director of Curriculum Campbell County Schools

  2. Essential Question of the Day: What are the characteristics of effective feedback? Goals for effective feedback : • Define the characteristics • Understand the characteristics • Apply those characteristics

  3. Step 1: Define Characteristics of Effective Feedback Initial visit of essential question: What are the characteristics of effective feedback? Please write as many characteristics on post-it notes (1 characteristic per post-it note), share with another member of your group, then share with the group. The group will post the best answers to the chart paper in the front of the room

  4. Characteristics of Effective Feedback • Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement • Occurs during learning, while there is still time to act • Addresses partial understandings • Does not do the thinking for the student • Limits corrective information to the amount of advice upon which a student can act • It must be growth evoking

  5. What did we miss?

  6. Step 2: Applying the Characteristics Read through the writing prompt you’ve been given Tasks • Mark the writing prompt to clarify the task • Fill out the Writing Task Sheet • On chart paper, brainstorm ideas for the essay • Make note of which of the 6 characteristics this activity addresses • How can a teacher practically use this?

  7. Characteristics of Effective Feedback • Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement • Occurs during learning, while there is still time to act • Addresses partial understandings • Does not do the thinking for the student • Limits corrective information to the amount of advice upon which a student can act • It must be growth evoking

  8. Step 3: Application of the Characteristics • Using the prompt, write an opening paragraph and the first sentence of your first paragraph • Note: Most likely the prompt would have to change as students move through this type of workshop, but the mode would stay the same.

  9. Step 3: Application of the Characteristics • Word Glue • Paper Editing Checklist • When/where in the writing process? • What does this look like? • How does it relate to Steps 1 and 2?

  10. Characteristics of Effective Feedback • Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement • Occurs during learning, while there is still time to act • Addresses partial understandings • Does not do the thinking for the student • Limits corrective information to the amount of advice upon which a student can act • It must be growth evoking

  11. Step 4: Reflection • Review reflection sheet • Various levels • When/where in the writing process? • What does this look like? • How does it relate to Steps 1, 2, and 3?

  12. Characteristics of Effective Feedback • Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement • Occurs during learning, while there is still time to act • Addresses partial understandings • Does not do the thinking for the student • Limits corrective information to the amount of advice upon which a student can act • It must be growth evoking

  13. Debrief • Personal Reflection: • What have you learned? • How can you apply this to your classroom? • How is this data relevant? • What would you have to do differently?

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