This microcredential represents educators' effective use of digital tools to support feedback to, from, between, and among learners. Digital tools are invaluable in helping learners to generate, share, and process feedback. Because a complete feedback loop involves so many actors (teacher-to-student, student-to-student, student-to-teacher, student-to-self), digital tools can reduce complexity and speed delivery of the information that learners need to make their learning visible. Examples of these types of digital feedback tools include Nearpod, Seesaw, Padlet, Edpuzzle, Flipgrid, and digital whiteboards.
To earn this 0.5 credit microcredential you will submit two different types of evidence from the list below to demonstrate your consistent and effective use of digital tools for feedback. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
Useful feedback helps learners to see where they're going (feed-up), where they currently are (feed-back), and their next steps (feed-forward). Traditional grades do not accomplish this, nor does non-specific praise ("Good job!")!
Answers the question, "Where am I going?" This ensures that students understand the purpose of the assignment, task, or lesson, including how they will be assessed.
Feed-Back:Answers the question, "How am I going?" This provides students with information about their successes and needs.
Feed-Forward:Answers the question, "Where to next?" This guides student learning based on performance data.
Learning Intention:Statement of what students are expected to learn from the lesson.
Success Criteria:Statements that describe what success looks like when the learning goal is reached. They are specific, concrete, and measureable.
Ms. Palmer's 6th grade students are working on a short public presentation on an aspect of U.S. history they have researched. Rather than a traditional "stand and deliver" presentation in front of the classroom, her students are recording their presentations in FlipGrid. Mrs. Palmer is very focused on providing an opportunity for students to give and receive meaningful feedback to each other on their presentations. She groups her students into teams of four. Each member of the team will be responsible to share rubric-based feedback with their other three teammates. After sharing her presentation rubric with the class and practicing how to use it to share feedback respectfully, she loads it into FlipGrid. Once students have practiced and recorded their own presentations, they then view and give feedback on their peers'. Each student receives both written and video feedback on the aspects of their presentation specified by the rubric, and use that feedback to re-record a final presentation. They also record a short self-evaluation and reflection on the process, which Mrs. Palmer will review along with their final presentation.
Select ONE of the evidence options below to demonstrate your preparation and planning for using digital tools to support instructional feedback.
Submit a well-developed lesson plan of your design with specific details demonstrating a systematic approach of specific, immediate, and continual feedback using digital tools. This lesson plan should demonstrate your effective support of feedback to, between, and among 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.)
Select ONE of the evidence options below to demonstrate your effective implementation of digital tools to support instructional feedback.
Submit a 6-8 minute video showing learners using a digital tool to generate, share, and process feedback on a learning opportunity. Video should include learners engaging in at least two of the following parts of the feedback loop: teacher-to-student, student-to-student, student-to-teacher, student-to-self. Be sure to follow your district/charter guidelines for student privacy.
Submit observation results from an administrator or colleague in which he or she describes the way you use digital tools consistently and effectively to help learners generate, share, and process feedback. The observation results should also describe how you use digital tools to support at least two of the following parts of the feedback loop: teacher-to-student, student-to-student, student-to-teacher, student-to-self.
Criterion 1: The evidence demonstrates that the educator uses the digital tool for feedback effectively (i.e., to support best practices and evidence-based strategies). Criterion 2: The evidence demonstrates that the educator uses the digital tool for feedback consistently (i.e., over a significant period of time). Criterion 3: The evidence demonstrates that the educator uses the digital tool for feedback to support at least two of the following types of feedback: teacher-to-student, student-to-student, student-to-teacher, student-to-self.
Criterion 1: The reflection demonstrates that the educator uses the digital tool for feedback effectively (i.e., to support best practices and evidence-based strategies). Criterion 2: The reflection demonstrates that the educator uses the digital tool for feedback consistently (i.e., over a significant period of time). Criterion 3: The reflection demonstrates that the educator uses the digital tool for feedback to support at least two of the following types of feedback: teacher-to-student, student-to-student, student-to-teacher, student-to-self.
Seesaw is a student-driven digital portfolio that empowers students of any age to independently document what they are learning at school and share it with their teachers, parents, classmates, and even the world. This guide covers all aspects of using Seesaw, and includes a PreK-5 and 6-12 version.
Seesaw is a student-driven digital portfolio that empowers students of any age to independently document what they are learning at school and share it with their teachers, parents, classmates, and even the world. This this video is a basic introduction to the tool.
This short video is an introduction to Padlet. Padlet is an interactive noticeboard that you can set up at the click of a button for students to share feedback. Students go to the address (in class or at home), double-click or tap on the page and post a message or file. The posts appear in real time as they’re added.
These case studies document how two different teachers (one elementary and one secondary) use Padlet to support feedback in their classrooms.
Edpuzzle is a great way for teachers and students to share feedback on video. This short video is an introduction to this digital tool.
This webpage covers frequently asked questions for using Edpuzzle to support a range of instructional best practices, including feedback.
Flipgrid is a video-based online discussion board. It's an engaging way to structure Student to Student feedback. It's also a nice way to gather Student to Teacher feedback and can also be used for Teacher to Student feedback.
This video gives examples of how to customize student and educator feedback in Flipgrid.
This short video is an introduction to using online whiteboards for various purposes, including feedback.
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807