ANNELIES DE GROOT
Item 7:
I use feedback to encourage effort
Supporting Quotes
“When students set learning goals, it’s critical that they receive feedback on their progress toward those goals. INdeed, what’s the point of setting a goal if you never learn whether you’ve reached it?” (Goodwin & Hubbell, 2013)
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“There is strong converging evidence that increasing the rate of OTRs [(opportunities to respond)] provided during instruction leads to improvements in the quality of instruction, student engagement, and student achievement.” (Cuticelli et al., 2015)
Resources
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This website has many examples and ideas on how to use different formative assessments to provide immediate, positive, and helpful feedback: https://teachers.net/
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LSI: Learning Sciences International's You Tube channel has many short and helpful videos about different ways to use assessments and engagement to support students' learning. This video relates directly to formative assessments that provide in-the-moment support: https://youtube.com/playlist?list=PLul64UoqszwUTzUyFcZK1boJspZxjRw-z&feature=shared
Application
One of the many benefits of one-on-one/small group classes in a virtual platform is the ability to provide immediate valuable feedback. Formative assessments occur in different forms, according to the students' preference. Some prefer "thumbs up/down", some prefer teach-backs, etc. It's convenient to be able to identify students' facial reactions up-close and in this setting, so I can use that reaction as a layer of understanding as well. Ethan often will tell me directly if he does not understand a concept. Feedback in my classroom takes the form of growth prompts and inquiry: "explain to me why these answer choices are wrong", "let's try this approach as an added alternative", "what other information that's provided can you use to help answer this problem", etc.