Creating a Culture of Feedback
This microcredential represents an educator's ability to go beyond just telling a learner they did a good job. It is not even simply giving good feedback on assignments. Creating a culture of feedback means creating an environment in which giving, receiving, and acting upon feedback is continual. Learners and educators are all part of the process in which all parties reflect upon work (both their own and others') and give critical feedback. learners and educators also receive and act upon feedback as a matter of course. Feedback provided is immediate, specific, and continuous, and is acted upon in a constructive manner.
To earn this 0.5 USBE credit microcredential you will submit two evidence items to demonstrate the culture of feedback you have developed with learners. You will also submit a reflection. Click the Earn This Microcredential button for more information.
A culture of feedback is dependent on feedback built on an atmosphere of safety and trust. The educator is responsible for creating and maintaining this culture. This is about the culture and environment of the classroom. It involves creating an environment in which learners and educators are comfortable giving, receiving, and acting on feedback. It should be a part of everything the learners and educators do. In a classroom with a culture of feedback, one should see learners asking for feedback, receiving constructive feedback from either peers or educators, and acting on it in such a way that their performance is improved. This should be a constant in the classroom.
Persistent, long-term attitudes and behavior characteristic of a social group, in this case the members of a class, school, or other learning environment.
Feedback:Constructive information about a person's performance on a specific task used as a basis for improvement.
Learning Intentions:This is a statement, created by the educator, that describes clearly what the educator wants the learners to know, understand, and be able to do as a result of learning and teaching activities. Clear learning intentions should help learners focus not just on the task or activity taking place but on what they are learning.
Success Criteria:These are linked to learning intentions. They are developed by the educator and/or the learner and describe what success looks like. They help the educator and learner to make judgments about the quality of learning.
Ms. Lawrence has been working on her feedback skills, regularly practicing immediate, specific feedback with her students. She just finished reviewing a set of papers for her students, and she gave specific feedback the students could use to improve. She told students they could redo the assignment to improve. However, most of the students neglected to read the feedback, and very few made any attempt to change their work. Frustrated, Ms.Lawrence realized she needed to make some changes, so students would see the value in receiving constructive feedback and acting on it. She does this by: • Creating a culture where it is okay to make mistakes. • Systematically teaching procedures for students to share feedback with the teacher, other students and to self-reflect.
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning for creating a culture of feedback with your learners.
Submit an outline of a unit plan with specific details showing a systematic approach of specific, immediate, and continual feedback within the unit. This unit plan should demonstrate your effective and consistent approach to supporting a culture of feedback with your learners. In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective implementation of a culture of feedback with your learners.
Record and submit a 5-10 minute video demonstrating the culture of feedback you have developed in your class, school, or other learning environment. This should include at least two types of feedback (teacher-to-student, student-to-student, student-to-teacher, student-to-self) during the video. Be sure to follow your district/charter guidelines for student privacy.
Submit 3-5 samples of learner work on which feedback was received and acted upon. Show both before the feedback was received and after, so it is clear they acted on the feedback they were given. The feedback may be from an educator or another student. Be sure to follow your district/charter guidelines for student privacy.
Submit data showing how learners’ performance improved as a result of the culture of feedback in your classroom, school, or other learning environment. Data should include pre and post scores for three different assignments. Include a written description of the data and explanation of how learner growth was linked to your culture of feedback. Be sure to follow your district/charter guidelines for student privacy.
Submit 2 observations from a colleague and/or administrator demonstrating the culture of feedback you have developed in your practice. The results may be submitted as a written anecdotal record.
Review Criteria
Criterion 1: The educator clearly demonstrates a culture of feedback in the classroom.
Criterion 2: The educator has a clear process for developing the culture of feedback.
Describe how you have created and maintain a culture of feedback among your learners.
Explain how the culture of feedback you create has improved student learning.
Reflect on the culture of feedback you have created with your learners. What areas of this culture can be made even stronger? Describe the steps you will take and resources you will need.
Review Criteria
Criterion 1: The educator reflects on the process of creating a culture of feedback.
Criterion 2: The educator communicates how the culture of feedback has improved student learning.
Criterion 3: The educator demonstrates a commitment to professional growth and improvement in the area of culture-building for feedback.
https://www.youtube.com/watch?v=M8FKJPpvreY
This brief video shows a school in which students constantly work to critique one another's work. It shows examples from elementary and secondary classrooms.
Developing a Feedback Culture in Your Classroom (43:16)
https://www.youtube.com/watch?v=v6h7hrCdjSY
This 45-minute video of a webinar related to John Hattie's Visible Learning talks about the research behind the importance of feedback in the classroom. It also gives suggestions for ways to create a culture of feedback in the classroom.
Creating a Culture of Feedback
Ferriter, William M., and Paul J. Cancellieri. Creating a Culture of Feedback: Solutions for Creating the Learning Spaces Students Deserve. Solution Tree, 2017. Short book that explains why teachers should focus on giving good feedback rather than on grades. It also discusses how to create a culture of feedback.
How Does a Feedback Loop Encourage a Culture of Learning Conversation in the Classroom?
http://blogs.edweek.org/edweek/next_gen_learning/2018/07/how_does_a_feedback_loop_encourage_a_culture_of_learning_conversation_in_the_classroom.html
How Does a Feedback Loop Encourage a Culture of Learning Conversation in the Classroom? By Melissa Thomas This article considers a feedback loop for a classroom and includes a basic pattern for feedback that could be incorporated into a classroom to create a culture in which feedback is valued and expected.
4 Ways to Create an Effective Feedback Loop
https://schoolleadersnow.weareteachers.com/creating-an-effective-feedback-loop/
4 Ways to Create an Effective Feedback Loop by David Robinson This article is geared mostly to administrators but could be adapted for teachers as well. How do we get honest feedback on our performance as teachers? Mr. Robinson gives some suggestions.
Making Student Feedback Work
https://www.gse.harvard.edu/news/uk/17/11/making-student-feedback-work
Making Student Feedback Work by Leah Shafer Ms. Shafer gives suggestions about getting students to give honest feedback to help create a culture of feedback.
7 Powerful Tips for Creating a Culture of Learning in the Classroom
http://www.ingredientsofoutliers.com/7-powerful-tips-for-creating-a-culture-of-learning-in-the-classroom/
7 Powerful Tips for Creating a Culture of Learning in the Classroom by Tiffany Youtchoki This article gives seven ways to improve the culture of the classroom. Feedback and student interaction are included in the list
Creating a Positive Feedback Culture
http://www.ascd.org/ascd-express/vol13/1309-zdonek.aspx
Creating a Positive Feedback Culture by Pauline Zdonek This ASCD article briefly discusses ways to create a culture of feedback in the classroom: model feedback, separate evaluation from feedback, and reward improvement.
Bradley Bernardy
Anna Bessesen
Katherine Cance
Lisa Collier
Amy Coray
David Gianfredi
Sue Hansen
Laura Harris
Jessica Kempter
Moana King
Lauren Lambert
Jonatan Lefler
Sydnee Mercader
Tyler Oliphant
Nicholis Pappas
Kimberlie Peterson
Christina Shulze
Kayli Wakefield
Emily Walker
Erica Williams
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