Embedded Files
Series Overview
Series Overview
Rick Stiggins and Jan Chappuis have stated that when feedback is effectively provided, the "result will be classrooms in which there are no surprises and no excuses." In this series, we explore how to pull off this feat, beginning with three episodes breaking down the logistics of feedback, followed by a set of interviews with students and staff on their impressions on this essential topic.
The What of Feedback
The What of Feedback
1/19/21
We kick off our series on feedback with a pair of haikus from Mellisa and Serena:
Feedback can be harsh
What else will I have to change?
Now, is it better?
Feedback helps your growth
Done well, not ‘bout your self worth
Needed when remote
These poetic gems weren’t just included to embarrass the co-hosts, but to serve as models for pieces of work that might receive feedback. Spencer then uses Hattie and Timperley’s four levels of feedback (task, processing, self-regulation, and self) to let them know how they did. In doing so, they explore and discuss all that feedback can be.
References:
Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen & T. Postlewaite (Eds.), International encyclopaedia of education (2nd ed., pp. 5738-5745). Oxford, UK: Pergamon
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. (2nd Ed.) ASCD, Alexandria VA
Resources for WCPSS staff:
The Why of Feedback
The Why of Feedback
2/2/21
Researchers have found feedback to be important and impactful - for example, John Hattie (1999) describes feedback as the “most powerful single moderator that enhances achievement”. In this episode, we begin by sharing why we used feedback as classroom teachers and what lessons we learned as part of the process of giving feedback to ourselves to improve our own practice. We also share a little about the science of how feedback affects the brain and learning, before ending with a discussion about the reality of providing feedback despite its impactfulness on achievement.
References:
Fisher, D., & Frey, N. (2012, September). Making time for feedback. Educational Leadership, 70(1), 42-46. http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Making-Time-for-Feedback.aspx
Gonzalez, J. (2020, May 10). Flash feedback: How to provide more meaningful feedback in less time. Cult of Pedagogy. https://www.cultofpedagogy.com/flash-feedback/
Hattie, J. (1999). Influences on student learning. Auckland: University of Auckland.
Stafford, T. (2013, February 25). Why your brain loves to get feedback. BBC. https://www.bbc.com/future/article/20130226-why-your-brain-loves-feedback
Resources for WCPSS Staff:
The Who of Feedback
The Who of Feedback
2/16/21
In this episode, the "Who of Feedback,” we identify the different individuals who provide feedback. In the classroom, the teacher typically is the first person who comes to mind when we think of who gives feedback. However, we have identified that feedback can come from students doing a personal critique of their work or providing feedback to their peers and teachers.
References:
Brookhart, S. M. (2017). How to give effective feedback to your students. (2nd Ed.) ASCD, Alexandria VA
Bruce, L. (2001). Student self-assessment: Making standards come alive. Classroom Leadership. Retrieved from http://www.ascd.org/publications/classroom_leadership/sept2001/Student_Self-Assessment.aspx
Double, K.S., McGrane, J.A. & Hopfenbeck, T.N. The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educ Psychol Rev 32, 481–509 (2020). https://doi.org/10.1007/s10648-019-09510-3
Hattie, J. & Clarke, S. (2019). Visible learning feedback. Routledge.
Wiggins. G. (2012). Feedback for learning: Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Wiliam, D. (2011). Embedded formative assessment: Practical strategies and tools for K–12 teachers. Bloomington, IN: Solution Tree
Resources for WCPSS Staff:
The How of Feedback
The How of Feedback
3/2/21
As we explore this concept of feedback, one of our key take-aways has been the notion that feedback must be received by the learner in order to be effective; as a result, how feedback is given plays an instrumental role in how it is received. In this episode, we provide educators with some considerations when giving written or oral feedback, as well as strategies for feedback in group and one-on-one contexts.
References:
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. (2nd Ed.) ASCD, Alexandria VA
Gonzalez, J., & Johnson, M. (2020, May 10). Flash Feedback: How to Provide More Meaningful Feedback in Less Time. Retrieved September 17, 2020, from https://www.cultofpedagogy.com/flash-feedback/
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Resources for WCPSS Staff:
Teacher Perspectives on Feedback
Teacher Perspectives on Feedback
3/16/21
In her book Postcards and Pearls, author Gina Greenlee says: “Experience is a master teacher, even when it’s not our own.” It is for this reason that in the second part of our Feedback series we will lean on the experience of our district’s teachers, students and Digital Learning Coordinators. In this episode, we invite two local science teachers (Bill Ferriter and Paul Cancellieri) who are life-long practitioners of feedback to share lessons learned and practical strategies we all should consider as we build a culture of feedback in the classroom.
References:
Brookhart, S. M. (2017). How to give effective feedback to your students. (2nd Ed.) ASCD, Alexandria VA
Ferriter, W. M., & Cancellieri, P. J. (2017). Creating a culture of feedback: Empower students to own their learning (Solutions for Creating the Learning Spaces Students Deserve). Bloomington, IN: Solution Tree.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Wiliam, D. (2012). Feedback: Part of a system. Educational Leadership, 70(1), pp. 30–34. http://www.ascd.org
Resources for WCPSS Staff:
Student Perspectives on Feedback
Student Perspectives on Feedback
4/6/21
What fun we have listening to our students' perspectives on feedback, touching upon how they receive it, how they use it, and how they would advise teachers to deliver it. In this episode, we welcome you to hear our students' perspectives on feedback. We encourage you to consider the usefulness of the feedback you provide as we debrief some of our students' salient points about feedback.
References:
Ferriter, W. M., & Cancellieri, P. J. (2017). Creating a Culture of Feedback: Empower Students to Own Their Learning (Solutions for Creating the Learning Spaces Students Deserve). Bloomington, IN: Solution Tree.
Wiliam, D. (2011). Embedded formative assessment: Practical strategies and tools for K–12 teachers. Bloomington, IN: Solution Tree.
Resources for WCPSS Staff:
Digital Perspective on Feedback
Digital Perspective on Feedback
4/20/21
We conclude our series on feedback with a crossover episode, chatting with WCPSS Digital Learning cohosts Chris Zirkle and Katie Heyward, as well as their fellow Digital Learning Coordinator Sadie Hoover. Together we discuss how digital tools can aid teachers in providing feedback for students. Tune in to pick up some practical ideas that you can immediately embed into your classroom!
References:
Hattie & Timperley (2007) The Power of Feedback. Review of Educational Research (Vol 77, No1).
Resources for WCPSS Staff:
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