Feedback
This microcredential represents an educator's ability to provide positive and constructive feedback to guide students' learning and behavior.
To earn this 0.5 USBE credit microcredential you will submit two types of evidence from the list below to demonstrate your effective use of a range of feedback techniques to support student learning. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
The purpose of feedback is to guide student learning and behavior and increase student motivation, engagement, and independence, leading to improved student learning and behavior.
Effective feedback must be strategically delivered and goal-directed; feedback is most effective when the student has a goal and the feedback informs the student about areas needing improvement and ways to improve performance.
Feedback may be verbal, nonverbal, or written, and should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with task and phase of learning (i.e., acquisition, fluency, maintenance).
Teachers should provide ongoing feedback until learners reach their established learning goals.
High leverage practices are frequently occurring, educational practices that all educators should know how to do. These practices are evidence based, meaning that they reflect effective methods that when successfully implemented can improve results for each learner.
Learning Intentions:Learning intentions describe what learners should know, understand or be able to do by the end of the lesson (learning period) or a series of lessons (learning periods).
Success Criteria:Success criteria are the measures used to determine whether and how well a learner has met the learning intention. This is how the learning will be assessed.
Elementary Scenario As students are working on projects at their desks, their teacher, Nancy Baldwin, moves around the room to ask questions and engage with as many students as possible. When they express misconceptions about what they’ve learned, she respectfully engages them in more questions to support their learning and honor their process. When they demonstrate understanding, she takes the opportunity to help them extend and apply their understanding to deepen their knowledge and engagement with the concepts.
Secondary Scenario Students in Rodney Gonzalez’s Chemistry course are working through an inquiry-based lab activity. For each step they must carefully follow the outlined safety processes and document their findings. As he moves around the room, Mr. Gonzalez is offering targeted feedback and is soliciting it from the students to check for understanding. When he sees a student compromising a safety protocol, he moves to address the situation respectfully and remind the student the reason for the outlined process. As he sees improved depth of thinking and attention to safety, he sees students incorporating his targeted feedback into practice and process.
Category: Preparation and Planning
Submit the evidence described below to demonstrate how you plan to provide feedback to your students.
Submit a lesson plan that includes: 1.) specific learning intentions, 2.) success criteria, 3.) a plan or process for how those will be communicated to students, and 4.) a description of strategies you will use to provide feedback to your students. 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
Submit the evidence described below to demonstrate how you provide feedback to your students.
Have a peer, instructional coach, or administrator observe your lesson and complete the observation checklist (see the link in the resources below). A post observation discussion may be helpful so that the observer may ask for more information or seek clarity based on observation.
Review Criteria
Criterion 1: The lesson plan includes at least one learning intention.
EXAMPLE 1 Learning Intention: Measure and calculate the perimeter of irregular polygons.
EXAMPLE 2 Learning Intention: To use a range of oral techniques to present persuasive argument.
NON-EXAMPLE: Posting or stating Utah Core Standard without simplification or clarification.
Criterion 2: The lesson plan includes at least one success criteria.
EXAMPLE SUCCESS CRITERIA 1 (from example 1 above): Measure the length of each side. Correctly calculate the total of the measurements to give the perimeter
EXAMPLE SUCCESS CRITERIA 2 (from example 2 above): Well -structured ideas, introducing the issue, backing each key point with convincing evidence and ending with a powerful summary of the main argument. Use of persuasive phrases, clear and had good intonation and pace.
NON-EXAMPLE: No success criteria present.
Criterion 3: The lesson plan includes a plan or process for communicating the learning intention(s) and success criteria to students.
EXAMPLE: The learning intention is introduced and discussed explicitly with students in the lesson.
NON-EXAMPLE: Learning intention is posted on the board and never shared explicitly beyond this post.
Criterion 4: The observation checklist is included and shows that the educator met all criteria.
Identify at least one Utah Effective Teaching Standard (see link to standards in the resources below) and discuss how using effective feedback strategies helps you meet this standard.
Describe at least 3 planned instructional moments for which you plan to check for understanding towards your learning intention and success criteria. Be sure to include what strategies you will use and what specific feedback you may provide based on anticipated student response.
Reflect on the feedback from your observation. How will this inform your instruction in the future?
Review Criteria
Criterion 1: Response demonstrates a level of professionalism and personal reflection that demonstrates the teacher’s learning experience.
Criterion 2: Response includes reference to at least one Utah Effective Teaching Standard.
Criterion 3: Response describes at least 3 planned instructional moments when the teacher checked for understanding towards your learning intention and success criteria. Response discusses specific strategies used and feedback provided based on anticipated student response.
https://usbe.midaseducation.com/professional-development/courses/course/59174
This is a 2 USBE credit course that builds knowledge about each of the 5 Utah High Leverage Practices
High Leverage Practices: An Introduction
https://www.schools.utah.gov/file/ff54b5fa-43f9-47a1-a751-8cbed146cf72
This document was created by the Utah State Board of Education, Teaching & Learning Section to support the implementation of the 5 Utah High Leverage Practices.
High Leverage Practices
https://highleveragepractices.org/
This site explores the research-based high leverage practice that include the 5 HLPs for this stack as well as others that have been shown to be effective. It is published by the CEEDAR Center.
Utah Effective Teaching Standards
https://www.schools.utah.gov/file/f0e86540-5617-4166-a701-fea403f2f848
The Utah effective Teaching Standards articulate what effective teaching and learning look like in the Utah public education system.
Utah High Leverage Practices: Feedback
https://drive.google.com/file/d/1TT8FYyu_t_lHId6FgcqxpNlekXg6rClU/view?usp=sharing
Have an instructional coach, administrator or peer complete this observation checklist. Upload a completed copy of the checklist as your evidence of implementation.
Tamera Anderson
Joshua Aulava
Juliana Brassfield
Madison Hoffman
Jessica Kempter
Betsy Lopez
Sarah Mazuran
Sharon McGarry
Amy Olsen
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807