Teacher to Student Feedback

Teacher to Student Feedback

0.50 USBE Credits
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.


DESCRIPTION

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!

FEES

You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

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.

IMPORTANT TERMS

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

BACKGROUND SCENARIO

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

EVIDENCE OPTIONS

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).

Review Criteria

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.

REFLECTION PROMPTS

  1. Describe your process for providing specific, immediate, and actionable feedback.

  2. Explain how your practice for providing for providing feedback to students has improved student outcomes.

  3. 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?

Review Criteria

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.

RESOURCES

5 Research-Based Tips for Providing Students with Meaningful Feedback
https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
This article gives you the research behind feedback and the ways to effectively give feedback to your students.

"15 Resources for Teaching Media Literacy." Masten, MacKenzie. ASCD. (2017).
http://inservice.ascd.org/15-resources-for-teaching-media-literacy/
ASCD has compiled a list of resources from media literacy experts providing thoughts, tools, and tips for teaching media literacy, evaluating media resources, and more.

Correcting Student Misconceptions (2.46 min)
https://livedsdmail.sharepoint.com/portals/hub/_layouts/15/PointPublishing.aspx?app=video&p=p&chid=0314132a-1a58-4177-afcc-d7b4d089090a&vid=121b06b4-c125-4fae-be31-68d10cc61255&from=2
Dennise Lebaron, a Davis District teacher, corrects student misconceptions by providing ongoing formative feedback that informs students of their progress.

Feedback: The First Secret John Hattie Revealed
http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/how-to-give-effective-feedback-to-your-students/
This article gives you basic advice on how to give effective feedback to your students.

Identifying and Correcting Learner Misconceptions (4.36 min)
https://livedsdmail.sharepoint.com/portals/hub/_layouts/15/PointPublishing.aspx?app=video&p=p&chid=0314132a-1a58-4177-afcc-d7b4d089090a&vid=ef28748d-3958-47c9-a78a-4a3991919391&from=2
Alan Turpin, a Davis District teacher, demonstrates identifying and correcting learner misconceptions through formative assessment.

Providing Feedback (Northwest Regional Educational Laboratory (2005)
https://icebreakerideas.com/researched-based-education-strategies/
Key research findings support the use of using effective feedback in a classroom to improve student learning.

Resource: Seven Keys to Effective Feedback (Educational Leadership, ASCD)
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Feedback is defined, and seven keys are suggested for improving feedback in the classroom in order to improve student performance.

The Secret of Effective Feedback (ASDC)
http://www.ascd.org/publications/educational-leadership/apr16/vol73/num07/The-Secret-of-Effective-Feedback.aspx
An article about keeping the purpose of feedback in mind regarding teaching to student feedback.

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.

Tips for Grading and Giving Students Feedback (Edutopia)
https://www.edutopia.org/blog/grading-tips-student-feedback-heather-wolpert-gawron
An excerpt from "Tween Crayons and Curfews: Tips for Middle School Teachers." Advice on how to cut down on the stack of papers and assignments while still giving effective feedback to students.

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.

BADGE EARNERS

Nathalie Ambruster
Nathalie Ambruster
Justin Andersen
Justin Andersen
Michelle Dalby
Michelle Dalby
Brian Duryea
Brian Duryea
Natalee Flynn
Natalee Flynn
Colleen Gallagher
Colleen Gallagher
Daron Kennett
Daron Kennett
Laura Malan
Laura Malan

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