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Chris
Long
@clong
hb
Why ?
why
and providing more feedback
Wiggins (2012)
Decades of educational research
supports teaching less
why
800 strategies, 50,000 studies, 200+ million students
feedback is one of the most powerful
influences on learning and ...
why
effective feedback helps maintain a
supportive environment for learning.
Wiliam (2012)
Just as a thermostat adjusts ro...
What makes
feedback
effective?
Students have to
move forward
A Force in the
right direction will
cause movement
Forces come in
pairs
Force is an
Interaction
let’s make those actions & reactions
Feedback
7 Important
essentials
Wiggins (2012)
7 feedbackessentialsWiggins (2012)
Goal Referenced  learning targets
Tangible & Transparent  understandable
Actionable ...
why
effective feedback helps maintain a
supportive environment for learning.
William (2012)
Just as a thermostat adjusts r...
effective feedback helps maintain a
supportive environment for learning.
William (2012)
7 feedbackessentialsWiggins (2012)
Goal Referenced  learning targets
Tangible & Transparent  understandable
Actionable ...
one more thing…
What do
teachers
despise
Search : Evaluate : Test Drive : Adopt
Easy
Powerful
Flexibile
Forward Thinking.
bionicincreased capacity to teach & learn
Ready for
Inter-action
Common
Core
action
reaction
INTERACTION
Canvas Resources (Google Doc)
Educational Leadership (Sept 2012)
Resource
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of
Educational Research, 77(1), 81. Retrieved from
http:...
Better feedback
Better feedback
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Better feedback

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Better feedback

  1. 1. Chris Long @clong hb
  2. 2. Why ?
  3. 3. why and providing more feedback Wiggins (2012) Decades of educational research supports teaching less
  4. 4. why 800 strategies, 50,000 studies, 200+ million students feedback is one of the most powerful influences on learning and achievement but this impact can be Hattie &Timperley (2007)
  5. 5. why effective feedback helps maintain a supportive environment for learning. Wiliam (2012) Just as a thermostat adjusts room temperature,
  6. 6. What makes feedback effective?
  7. 7. Students have to move forward
  8. 8. A Force in the right direction will cause movement
  9. 9. Forces come in pairs
  10. 10. Force is an Interaction let’s make those actions & reactions
  11. 11. Feedback 7 Important essentials Wiggins (2012)
  12. 12. 7 feedbackessentialsWiggins (2012) Goal Referenced  learning targets Tangible & Transparent  understandable Actionable  do something about it User-Friendly  at students level Timely  ASAP (automatic, peer-review, teacher) Ongoing  a conversation Consistent  trustworthy, descriptive rubrics
  13. 13. why effective feedback helps maintain a supportive environment for learning. William (2012) Just as a thermostat adjusts room temperature, By grantsewell [CC-BY-SA-2.0], via Wikimedia Commons
  14. 14. effective feedback helps maintain a supportive environment for learning. William (2012)
  15. 15. 7 feedbackessentialsWiggins (2012) Goal Referenced  learning targets Tangible & Transparent  understandable Actionable  do something about it User-Friendly  at students level Timely  ASAP (automatic, peer-review, teacher) Ongoing  a conversation Consistent  trustworthy, descriptive rubrics
  16. 16. one more thing…
  17. 17. What do teachers despise
  18. 18. Search : Evaluate : Test Drive : Adopt Easy Powerful Flexibile Forward Thinking.
  19. 19. bionicincreased capacity to teach & learn Ready for Inter-action
  20. 20. Common Core
  21. 21. action reaction INTERACTION
  22. 22. Canvas Resources (Google Doc) Educational Leadership (Sept 2012) Resource
  23. 23. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81. Retrieved from http://growthmindseteaz.org/files/Power_of_Feedback_JHattie.pdf Wiggins, G. (2012). 7 Keys to effective feedback. Educational Leadership, 70(1), 11-16. Retrieved from http://www.ascd.org/publications/educational- leadership/sept12/vol70/num01/Seven-Keys-to-Effective- Feedback.aspx Wiliam, D. (2012). Feedback: Part of a System. Educational Leadership, 70(1), 30-34. References

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