This microcredential represents the educator's ability to provide specific, immediate, and continual feedback to inform students of progress.
Teacher to student feedback involves the teacher being willing and able to provide the students with critiques and information that will assist the student to improve upon their thought processes and take the next steps that will improve their academic growth. The teacher's role in teacher to student feedback is to provide information to the student through meaningful comments and examples that will provide them with opportunities to improve their educational growth.
To earn this 0.5 credit microcredential you will submit two different types of evidence from the list below to demonstrate your proficiency in providing teacher to student feedback. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.
Effective feedback to learners does not include general praise or grades. The following are non-examples of effective feedback:
Teacher responding with:
o “This is incorrect. Who else has a solution?”
o “That is correct.” (No follow up as to WHY something is correct or well done, etc.)
Feedback is general and limited to things like, “Good!” “Great!” etc.
Teacher does not correct work and only looks to see if it was turned in.
Teacher provides no corrective or encouraging feedback.
Teacher simply gives a check or check minus for complete or incomplete assignments.
Feedback: Specific, meaningful information given to a student that shows how their work is correct or incorrect.
Systematic: A system or method that is in place showing the process of feedback to students.
Specific: Clearly recognized and assigned to one task
Learning Intentions: a statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities. Clear learning intentions should help students focus not just on the task or activity taking place but on what they are learning.
Success Criteria: are linked to learning intentions. They are developed by the teacher and/or the student and describe what success looks like. They help the teacher and student to make judgments about the quality of student learning
Imagine you’ve spent hours reading through student writing samples. You’ve made notes on every paper such as, “Good Job!”, “Great Work!” or you’ve made a checkmark or smiley face. You feel that you have provided good feedback that will help the students improve upon their work. You return the papers to the students, give them time to revise, only to discover their changes were minimal and confusing.
You ask yourself, "What went wrong?" "Why didn’t the students apply the feedback I provided and improve their work?"
You start by creating a systematic approach to use teacher feedback appropriately. You consider the following guidelines:
• focus on what they understood or did not understand in the lesson
• make sure to phrase things constructively to provide students with a specific area on which they did well or can improve
• provide guidance and instruction to help them get to the final product
• Use all types of teacher feedback (should we list some ideas here such as thumbs up, thumbs down, fist of five, exit tickets, formal assessments) to guide future learning
Video: Record and submit a 5 - 10 minute video of your classroom with the teacher demonstrating feedback which is specific, immediate, and continual showing a clear process for delivering that feedback.
Student Work: Submit 3 samples of learner work on which students received feedback from you. Include work from both before and afterwards, as well as the actual feedback, to demonstrate the effect of your feedback.
Lesson Plan: Submit two detailed lesson plans demonstrating your use of feedback to students to support their learning. Each lesson plan should include your use of learning intentions and success criteria; it should also include opportunities for students to use your feedback.
Unit Plan: Submit three to five student work samples before and three to five student work samples after completing this badge. Work samples should show how students were receiving feedback prior to starting this badge and after the development of a systematic approach for feedback.
Testimonial: : Submit three to five testimonials from students, parents, colleagues and/or your administrator that show how receiving specific, immediate, and continual feedback helped them individually or how they saw improvement in a student or class.
Observation Results: Submit one observation from a colleague or administrator that shows how the teacher provided specific, immediate, and continual feedback.
Candidate's Choice: Submit another type of evidence that does not appear elsewhere on this list. The evidence should demonstrate how you provide specific, immediate, and continual feedback to learners, as well as how they act on it.
Candidates are required to make 2 evidence submission(s).
Teacher to Student Feedback: Evidence Criterion 1: Evidence demonstrates the educator provides feedback for students that is effective and actionable.
Criterion 2: Evidence demonstrates the educator consistently provides feedback for students.
Criterion 3: Evidence demonstrates the educator provides immediate feedback for students.
Describe your process for providing specific, immediate, and actionable feedback.
Explain how your practice for providing for providing feedback to students has improved student outcomes.
Reflect on an aspect of your current for providing feedback that could be made even stronger. What steps will you take, and what resources or supports will you need to access?
Teacher to Student Feedback: Reflection Criterion 1: Reflection demonstrates the educator's process for providing feedback.
Criterion 2: Reflection demonstrates that feedback from teacher to student has improved student performance.
Criterion 3: Reflection demonstrates a commitment to professional growth and improvement.
The Teacher's Craft: The 10 Essential Skills of Effective Teaching Find it on Amazon.com Paul Chance, The Teacher's Craft: The 10 Essential Skills of Effective Teaching, Waveland Press, Inc., Long Grove, IL, pp. 69-78, 2008. Examples and definitions are explained about giving effective feedback to improve student learning.
Using Technology with Classroom Instruction That Wo Find it on Amazon.com Howard Pitler et al., Using Technology with Classroom Instruction That Works, 1st Edition, ASCD, Alexandria, VA, pp. 41-58, 2007. Different types of technology can be used to give effective feedback to students.