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THE POWER OF FEEDBACK Leslie Grahn, Professional Development Resource Teacher Atholton Elementary Leadership Team, January 17, 2012.

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Presentation on theme: "THE POWER OF FEEDBACK Leslie Grahn, Professional Development Resource Teacher Atholton Elementary Leadership Team, January 17, 2012."— Presentation transcript:

1 THE POWER OF FEEDBACK Leslie Grahn, Professional Development Resource Teacher Atholton Elementary Leadership Team, January 17, 2012

2 Your takeaway task from last session… Incorporate new formative assessment strategies into your practice. Heighten your awareness of the ways you collect formative data and how you respond to it.

3 Today’s Think Abouts THINK THEN SHARE:  How often do we TELL students what they learned?  How often do we have students THINK about and REFLECT ON what they have learned?  How often do we MODEL giving and receiving feedback?  How often is the feedback we give to students MEANINGFUL?

4 The Power of Feedback

5

6 Kinds of feedback

7 Why is feedback important? Let’s take a look at research done by John Hattie Professor of Education Auckland University New Zealand

8 Why is feedback important? The most powerful single moderator that enhances achievement is feedback.

9 Why is feedback important? Providing students with specific information about their standing in terms of particular learning goals increased their achievement by 37 percentile points.

10 Four levels of feedback  Feedback about the task  Feedback about the processing of the task  Feedback about self-regulation  Feedback about self as a person

11 Your feedback is good if:  Your students learn- their work does improve.  Your students become motivated.  Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.

12 Feedback strategies can vary in…  Timingwhen given, how often  Amounthow much  Mode oral, written, visual/demo  Audienceindividual, group

13 Feedback content can vary in…  Focuson work, process, or student  Comparisonto criteria, other students, student’s past performance  Functiondescription, evaluation, judgment  Valencepositive, negative  Clarityclear, unclear  Specificitynitpicky, just right, overly generalized  Toneimplications, how it is received

14 Criteria for excellent feedback  Timely  User-friendly—in approach and amount  Descriptive & specific in regard to performance  Consistent  Expert  Accurate  Honest, yet constructive  Derived from concrete standards  On-going

15 Dr Will Thalheimer on providing learners with feedback

16 Deepen Your Knowledge

17 Feedback That Fits Form groups of four based on your sections and share your highlights.

18 Feedback Self-Assessment

19 Feedback Quotes: Making Connections with Today’s Learning Choose the quote that resonates most with you in view of today’s session.

20 Great resource on feedback

21 Feedback page on wiki:

22 Today’s takeaway task… Make a point of making your feedback more meaningful and note any impacts it may have.

23 Next session: Tuesday, February 14, 2012 Responding to Formative Data

24 THE POWER OF FEEDBACK Leslie Grahn, Professional Development Resource Teacher Atholton Elementary Leadership Team, January 17, 2012 All images unless otherwise indicated taken from Microsoft Clipart Gallery


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