Presentation on providing specific feedback to students

1. CHAMPS:
PBIS in the
Classroom
Provide Positive
Feedback
Part 2

2. Praise and Feedback
Praise:
 Verb: Express warm approval
or admiration of: “We can't
praise Christine enough.“
 Noun: The expression of
approval or admiration for
someone or something: “The
audience was full of praise."

3. Praise and Feedback
Feedback
 Information about
reactions to a product, a
person's performance of a
task, etc., used as a basis
for improvement
 Process in which the effect
or output of an action is '
returned' (fed-back) to
modify the next action.

4. Praise and Feedback
 Are they the same?
 If not, how are they different?
 Praise carries an indication of
judgement or opinion.
 Feedback is an objective
statement describing the behavior.

5. Things to Avoid
 The “Good Job” Syndrome
 Telling students/children they are
“smart,” “good,” “brilliant.”
Related resources that support these ideas include:
 Mindset by Carol Dweck (Highly recommended!!)
 Drive by Daniel Pink
 Visible Learning by John Hattie
 Formative Assessment Resources, including books
and articles by Jan Chappuis

6. Let’s Practice:
 Specific Descriptive
Feedback
 Two types of feedback
 Encouraging (to encourage
certain behaviors)
 Constructive (to discourage
certain behaviors)
 Using the S – B – I Model

7. S – B – I Model
 S: Describe the Situation or Setting
 B: Describe the Behavior, what you
saw or heard
 I: Describe the Impact of the
behavior - who or what was
impacted
Source: Center for Creative
Leadership, Feedback That Works

8. Situation
1. When the bell rang…
2. When Katrina dropped her
books…
3. When you needed help with
your math problem…

9. Behavior
1. When the bell rang, you handed in
your work and went straight to your
seat…
2. When Katrina dropped her books,
you stopped and helped her pick
them up…
3. When you needed help with your
math problem, you raised your hand
and waited at your seat…

10. Impact
1. When the bell rang, you
handed in your work and went
straight to your seat. You
followed the class procedures
exactly. That showed self-
control.

11. Impact
2. When Katrina dropped her
books, you stopped and helped
her pick them up. That helped her
get organized and showed caring.

12. Impact
3. When you needed help with your
math problem, you raised your hand
and waited at your seat. Your
patience let me finish answering
Katie’s question.

13. Remember, Try to Avoid:
 Using I:
 I noticed, I heard, I saw, I liked
 Using judgment words:
 Good job, great job, wonderful,
awesome
 Reference to ability
 You are so smart, clever, fast, etc.

14. Some Tips:
 Some of these are habits that will be
difficult to break.
 Remember, any feedback in response
to responsible behavior is better than
none.
 Practice following the guidelines when
you can.
 It is not going to be perfect!

15. DO ask students:
 To make judgments of their own
behavior or progress
 How did that go for you?
 How did you do on that project?
 To think about their effort
 That was a difficult problem. Did you
have to work at that? Or
 That was a difficult problem. It looks like
you spent some time solving it.

16. Constructive Feedback is…
 Given in response to a behavior you
want to change or diminish:
 Use SBI
 Example:
When everyone was working on the
math problems, you were talking to
your neighbor. That made it difficult for
both of you to complete your
problems, and the talking distracted
the people around you.

17. Tips From Randy
Remember these tips from Randy Sprick:
 Provide feedback in a style that works for you
 Pay attention to your tone of voice and body
language
 Use a quiet voice
 Be brief
 Be somewhat businesslike
 Avoid pausing and looking at the student
after the feedback. Just move on.