In several respects, it is easier for the teacher and the student to receive a simple grade on an assignment. When giving feedback, it should be clear to students how the information they are receiving will help them progress toward their final goal. You might repeat students’ comments by recasting the response to demonstrate complete and accurate grammatical structure and pronunciation. When you deliver the correction, be matter-of-fact and not judgmental. Stress the importance of learning and improving. Feedback helps to bridge the gap between a student’s abilities and potential. The figure below summarizes the important elements of providing positive and corrective feedback. How many mistakes should be overlooked? Specific feedback is a critical part of your instruction, even during students’ independent practice opportunities. Everyone loves to hear they did a great job–and perhaps your student really did nail this latest assignment. To tell a student ‘great job’ or ‘this needs work’ is a missed opportunity. Without it, students may think that being a “good” or “bad” reader is something out of their control. Feedback is commentary on the student work, individualized to best accommodate for the needs of each student, personally. Model the skill or strategy and emphasize how the student can learn these to improve as a reader. Without it, students may think that being a “good” or “bad” reader is something out of their control. Focus on the most important point that will help the student make progress. See the two examples below. Reinforce good use of skills and strategies. How do you make sure students don’t continue practicing mistakes? Implementing Literacy Programs & Initiatives, Effective Vocabulary Instruction After Reading: Frayer Model Module, Small-Group, Skills-Based Instruction Module, Professional Learning and Technical Assistance Services. How do you balance encouragement with correction? Ask your students the question, “What are you going to do … Build bridges from feedback to revision. 4. Specifically, feedback helps to: Create a positive classroom environment. The first rule of feedback reflects the straightforward … Provide three positives for each correction. The figure below summarizes the important elements of providing positive and corrective feedback. Be sensitive to the individual needs of the student. You also can extend students’ comments by using more precise terminology or including clarifying information. It can be verbal, written or gestural. A grade is clear. The most important element of providing feedback is to be specific. Specific learning feedback can change your teaching. Feedback is any response from a teacher in regard to a student’s performance or behavior. But the problem with ‘great job’ is this: it’s not specific. Use errors as an opportunity for teaching. Giving the most useful positive and corrective reading feedback will benefit students in the long run. Students who struggle are quick to detect cheerful but insincere praise. Rather, you want your feedback to tell students exactly what behavior or skills are helping them be successful or exactly what they need to do differently in order to experience reading success. Whether you are delivering positive or corrective feedback, capitalize on opportunities to model good uses of language. When progress is rewarded, goals are explicit and concrete steps are laid out for improvement, students will be motivated to succeed. However, it is not necessary to correct every error—especially if the students are English learners or have learning disabilities. Specific feedback is a critical part of your instruction, even during students’ independent practice opportunities. Students need to know when they have made mistakes because continuing to practice the mistake is not productive. Stress the importance of trying hard (effort). The purpose of feedback in the learning process is to improve a student’s performance- definitely not put a damper on it. Instead, choose one correction for every three positives you identify. Link Feedback to Learning Objectives. Timperley and Hattie note that effective feedback is most often oriented around a specific achievement that students are (or should be) working toward. Many teachers and family members struggle with how to provide appropriate feedback to students who struggle with reading.
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