How Building in Time for Exam Review Supports Advances in Student Learning
Why Giving Effective Feedback Is Trickier Than It Seems
How Meaningful Feedback for Teachers and Students Improves Relationships
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We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Essays, tests and final projects are often the culmination of learning. But English teacher Kendal Rolley says they can be valuable teaching tools, too.","status":"publish","parent":0,"modified":1560751947,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1726},"headData":{"title":"How Building in Time for Exam Review Supports Advances in Student Learning | KQED","description":"Essays, tests and final projects are often the culmination of learning. But English teacher Kendal Rolley says they can be valuable teaching tools, too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Building in Time for Exam Review Supports Advances in Student Learning","datePublished":"2019-06-17T06:12:27.000Z","dateModified":"2019-06-17T06:12:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53412 https://ww2.kqed.org/mindshift/?p=53412","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/16/how-building-in-time-for-exam-review-supports-advances-in-student-learning/","disqusTitle":"How Building in Time for Exam Review Supports Advances in Student Learning","path":"/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Kendal Rolley\u003c/strong>\u003c/p>\n\u003cp>A teary-eyed student approached me after class asking me to help her understand the grade she had received on a piece of writing. We discussed what she could do next time to achieve a higher grade, and I was pleased that in just 30 minutes her confidence increased and she felt more able to tackle the next writing assignment. But who has 30 minutes for every student? I started wondering how I could embed that type of coaching into the fabric of my class, so every student could make great improvements in their writing.\u003c/p>\n\u003cp>Too often, exams or essays are seen as the end goal of teaching. After a busy period of learning, students sit down, fill in their papers and hand them in. We mark them, grade them and hand them back. But many of us don’t realize that assessment itself provides opportunities for learning and growth.\u003c/p>\n\u003cp>\"Reflective practice\" is a buzzy phrase in education that is, in reality, a concept quite complicated to implement. I’ve found that making space in my busy classroom schedule to do post-exam reviews more than pays off. The simple fact is, students want to do well on tests. With the right approach, this basic fact can form a foundation for a process that not only leads to \u003ca href=\"https://www.kqed.org/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes\" target=\"_blank\" rel=\"noopener\">subject‐specific improvement\u003c/a>, but teaches students valuable transferable skills in critical thinking and \u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">meaningful self‐reflection\u003c/a>.\u003c/p>\n\u003cp>None of these suggestions on how to facilitate reflective practice will work unless you dedicate a lesson or two to revisiting exam responses in a meaningful and reflective way. I have used this feedback strategy with writing tasks and exams in my Grade 7 English Language Arts classes, and found it works well for both. Whole‐class review sessions that use a group discussion‐based approach allow students to first express opinions in a more comfortable setting, seek consensus among their group and feel confident presenting findings to the whole class. This is only possible if the teacher has constructed a positive learning environment in their classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Discuss the task.\u003c/strong> Ask students how easy or hard they perceived the assessment to be. Was it a fair test of what has been taught? Why / Why not? Ask students to recall particularly challenging elements of the exam. Why were these so difficult? What could have been done to better help prepare for them? You should plan ahead here: Have some sections in mind that you’d like students to improve on, so if students aren’t readily supplying answers, you can guide them toward areas you have identified.\u003c/p>\n\u003cp>\u003cstrong>Ease students into the rewriting process.\u003c/strong> Deconstruct specific questions/sections with low learner outcomes, and provide scaffolded versions of these tasks. For example, you could provide an exemplar response, but remove the beginning, middle or end and let students work in groups to create a response to a small, and therefore more manageable section. This sort of task can be repeated endlessly. It builds student confidence and allows them to understand task structure in a clearer way.\u003c/p>\n\u003cp>\u003cstrong>Establish a \u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\" target=\"_blank\" rel=\"noopener\">growth mindset\u003c/a>.\u003c/strong> Teachers are familiar with the array of student reactions to exam results. Some students may have long resigned themselves to achieving low exam scores, and many of us, as compassionate beings, will ache to comfort students we know have done their best, but haven’t secured a grade that reflects their passion and enthusiasm for our subject. There’s a better way to help them than a metaphorical pat on the back. Providing a safe and supportive environment for them to reflect and communicate to us why they struggled provides valuable insight into how we might improve our teaching. Reminding ourselves, and our students, to have a \u003ca href=\"https://www.kqed.org/mindshift/42094/never-too-late-creating-a-climate-for-adults-to-learn-new-skills\" target=\"_blank\" rel=\"noopener\">growth mindset makes reflective practice more worthwhile\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Insist on positive language from students throughout the review session.\u003c/strong> That may seem unrealistic. However, it is important because as students review an exam piece by piece, they will realize they didn’t hit the mark on certain questions. For example, insist students use phrases like \"I should have\" or \"next time I will\" rather than \"I didn’t.\" Language shapes mindset, and insisting that students see these sessions as a positive and constructive process will lead to a more rewarding process and stave off defeatist attitudes.\u003c/p>\n\u003cp>\u003cstrong>Wait to provide scores / exam papers until the proper context has been given. \u003c/strong>Providing blank exam copies will allow students to follow along and reflect on how they answered the first time. As you scaffold the questions further, they’ll compare this to how they could have answered. And, students are more likely to remain concentrated on the task if they don’t receive their graded exams until the end of the review session.\u003c/p>\n\u003cp>\u003cstrong>Provide examples, but adapt them.\u003c/strong> While it can be helpful to show students examples of stellar work, sometimes sample responses can intimidate students who are obviously working at a lower level. Some may feel that the “full credit” response is too far out of their reach and despair. One way to approach this dilemma with these students is to scale down the language (vocabulary, sentence length, etc.) used in the sample until it still meets standards, but in a way that students perceive to be a step or two, rather than a staircase, higher than what they have produced.\u003c/p>\n\u003cp>This leads into encouraging students to set Specific Measurable, Achievable, Realistic and Time-specific (S.M.A.R.T.) goals before they see their exam grade, with an emphasis on \u003ca href=\"https://www.kqed.org/mindshift/41110/how-writing-down-specific-goals-can-empower-struggling-students\" target=\"_blank\" rel=\"noopener\">setting goals that are realistic\u003c/a>. An example of a S.M.A.R.T. goal would be “I want to spend at least 30 minutes writing and reviewing the next paragraph I write for homework.”\u003c/p>\n\u003cp>It’s part of our job as teachers to help students see their academic growth as a process, one full of small steps forward and perhaps even a few backward. If students have realistic expectations for their own growth, they’re more likely to persist. But setting realistic, achievable goals doesn’t always come naturally to young people. If students view their progress as being not enough, it can unravel the whole self‐reflection process the next time they receive exam scores.\u003c/p>\n\u003cp>\u003cstrong>Make it lighthearted.\u003c/strong> In order to establish a healthy attitude in students toward failure and success, failure needs to be normalized, to an extent. It needs also to be put in the proper context of using this failure as an example of subsequent growth. A teacher may choose, if good rapport has been developed with the class, to share a personal experience that students can relate to, and show that they, even as an authority figure, have learned from failure. This is often more effective if the personal story is humorous, especially if the cohort in question has a tendency (due to intrinsic or extrinsic factors) to lean towards a doom and gloom reaction to low exam / task scores.\u003c/p>\n\u003cp>\u003cstrong>At the end of the session comes the most important question, and the most important task.\u003c/strong> Knowing what you know now, do you think you could try this again and achieve a better result? If you’ve held a successful review session, the answer will almost universally be \"Yes.\" For students who get upset about exam scores, the question “Is there any point in getting upset if you know that you could do it again and achieve more highly?” acts as a final reminder to maintain a positive attitude and growth mindset. At this point, students can be given their returned and graded assessment, have a chance to discuss any points they don’t understand, and then begin their rewrite.\u003c/p>\n\u003cp>\u003cstrong>Why after, and not before? \u003c/strong>Ideally, a teacher can host a review session using some of these same principles before students take the exam. However, to many students, sitting exams is a mystifying and daunting experience. I used to provide rubrics before and during writing tasks so that students could self-assess, but soon realized many learners found the rubrics confusing and too abstract. Taking the pressure off by facilitating these sessions afterward can be a more constructive experience. It builds a class community oriented toward growth, and gives students concrete experiences of improvement that they can build upon.\u003c/p>\n\u003cp>I sat down with some of my Grade 7 Language Arts students to ask their honest opinions of the exam feedback sessions and whether they found them helpful. I focused on the question: What if we’d done something similar before the exam?\u003c/p>\n\u003cp>“I think it’s good to do it afterwards,” said one boy, “it makes me concentrate on what you say, because I’m trying to work out what score I got on the exam!” Another student said she also liked doing it this way. “I think it’s good to try to write it ourselves first, and get experience -- it can feel too complicated when we are given all the information at the start.”\u003c/p>\n\u003cp>One of my students, who scored around 30 percent on her short essay describing character motives in \u003cem>The Lion, The Witch and The Wardrobe\u003c/em>, rewrote the essay, scoring closer to 70 percent almost immediately following the session. I teach at an international school in Vietnam; English is a second or third language for most of my students. Language is often a barrier to higher achievement, but I quickly discovered in this case the largest barrier was that she did not understand the expectations of the task.\u003c/p>\n\u003cp>While I don’t grade rewritten tasks, I do use them as formative assessment. They not only give me a better sense of what my students have learned, but I’ve noticed they feel more confident after seeing the results of the rewrite. While not all students saw such dramatic gains, typical results were still much higher on average. My students’ growth has convinced me to continue using this strategy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kendal Rolley is the English coordinator of a bilingual K-12 school in Hanoi, Vietnam. He conducts research on language policy and motivation in language learning, and supports TEFL professionals in the development of their classroom practice.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53412/how-building-in-time-for-exam-review-supports-advances-in-student-learning","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_20978","mindshift_1040","mindshift_21107","mindshift_20512","mindshift_851"],"featImg":"mindshift_53416","label":"mindshift"},"mindshift_47948":{"type":"posts","id":"mindshift_47948","meta":{"index":"posts_1591205157","site":"mindshift","id":"47948","score":null,"sort":[1492002591000]},"guestAuthors":[],"slug":"why-giving-effective-feedback-is-trickier-than-it-seems","title":"Why Giving Effective Feedback Is Trickier Than It Seems","publishDate":1492002591,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers intuitively know that giving feedback on student work is an important part of the learning process. Research on different learning strategies conducted by \u003ca href=\"http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf\" target=\"_blank\">John Hattie bears out \u003c/a>what many know instinctively to be true -- in order to improve at something humans need to know what they’re doing well and how they can improve. But giving effective feedback in the classroom can be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\" target=\"_blank\">trickier than it seems\u003c/a>. It’s more of an art than a simple practice and requires the teacher to be disciplined and thoughtful about what is worthy of feedback, as well as when to give it.\u003c/p>\n\u003cp>“The job of feedback is to meet the student where they are and give them what they need to take their next steps,” said \u003ca href=\"http://www.ascd.org/ascdarias/authorbio/Susan-M-Brookhart.aspx\" target=\"_blank\">Susan Brookhart\u003c/a> at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain\u003c/a> conference. Brookhart is an education consultant and author of \u003ca href=\"http://www.ascd.org/publications/books/116066.aspx\" target=\"_blank\">“How to Give Effective Feedback to Your Students.”\u003c/a> She says often teachers she works with try to close all the education gaps a student has with one round of feedback. But when they do that it’s often too much information for a student to process. Instead Brookhart recommends praising the work’s strengths and then giving just one or two suggestions for how to make it even better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If they're not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow.'\u003ccite>Susan Brookhart, Author of '\u003ci>How to Give Effective Feedback to Your Students'\u003c/i>\u003c/cite>\u003c/aside>\n\u003cp>And, crucially, this feedback must come at a time when the student can immediately act on the feedback, not at the end of a unit or essay when there’s no chance for the student to incorporate the feedback. “Don’t give any feedback on the final grade,” Brookhart said. “If they’re not going to be able to use it, it’s wasted time -- yours and theirs.” Instead, she recommends building in time during the trajectory of the work to give feedback that students can immediately use to move them forward in their personal learning journey.\u003c/p>\n\u003cp>Often discussions about feedback focus on timeliness, but \u003ca href=\"http://sites.utexas.edu/mdl/files/2016/06/MulletButlerVerdinvonBorriesMarsh2014.pdf\" target=\"_blank\">research from Andrew Butler’s lab\u003c/a> suggests sometimes delaying feedback can be helpful, too. In his studies, the delayed feedback had the effect of forcing students to return to submitted work a week later, and that extra review helped them retain the information. The same principle can be applied to feedback given immediately, but used by students to improve over a period of time. In a situation oriented more toward process than memorization, using feedback inherently means spacing out learning.\u003c/p>\n\u003cp>“If they’re not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow, which may or may not in the student's mind be related to anything other than the activity,” Brookhart said. She suggests that teachers think very carefully about the learning target and the success criteria for a specific activity and only give feedback on that target. Students want to learn and they want feedback that will help them improve, but they also want to know why it matters. When a teacher can connect the feedback to an important future skill, students have a reason to incorporate it and can see the transfer process more clearly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/CygTwWsoXfE\u003c/p>\n\u003cp>A common feedback trap that Brookhart observes can happen when teachers forget the goal of an assignment and give feedback on things like grammar instead of the learning goal. For example, if a seventh-grade science lab is meant to teach a concept, but all the feedback is about how the student formatted the lab, then the teacher has missed an opportunity. “Feedback then becomes what do I need to do to please this teacher, not what do I need to do to learn,” Brookhart said.\u003c/p>\n\u003cp>She also points out that feedback depends entirely on the learning goals of individual students. One student may have trouble starting a problem, but generally understands the material, so simply reminding her of the learning target might be enough. Another student may have trouble starting because his grasp of the material is a little shaky, but some guiding questions might be enough to spark his thinking. Still a third student may be lost on the content, in which case working through an example with her might be the appropriate level of scaffolding.\u003cbr>\n\u003cstrong>\u003cbr>\nFEEDBACK FOR DIFFERENT REASONS\u003c/strong>\u003c/p>\n\u003cp>Often teachers think of giving feedback as useful to the student, but it should also be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/06/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">fruitful for the teacher\u003c/a>. An individual instance of feedback can give a teacher a close-up look at the student’s abilities with a specific skill, a snapshot of where they are in the scope of the class, and some ideas about where to go in the long term.\u003c/p>\n\u003cp>“Tell the students what you see in their work,” Brookhart said. That doesn’t mean merely writing “Good Job” or “Needs Work” in the margins. Those comments are evaluative, signaling the end of the conversation. “Without descriptions students don’t have the information they need to take that next step.”\u003c/p>\n\u003cp>Brookhart gave an example of an elementary class working on persuasive writing. Students were asked to write a letter to the librarian after a book was stolen, offering some reasons why she should buy the book again. One student wrote a paragraph explaining that the book was funny and had mysteries in it, so it was worth replacing. The teacher’s feedback focused almost entirely on the spelling, capitalization and format errors of the letter. And at the end the teacher wrote, “Add more.”\u003c/p>\n\u003cp>Brookhart unapologetically calls this bad feedback. A student reading this feedback would think the teacher cared only about grammar and format, not about his ideas or persuasiveness, the stated goal of the assignment. “The worst thing about this is that there’s something really good in this that the teacher doesn’t mention,” Brookhart said. The student did offer two specific reasons why he liked the book, but the teacher did not call out those strengths.\u003c/p>\n\u003cp>“Do not assume this kid knows that he’s got the kernel of persuasion in there. Part of your feedback should be to make explicit, so he knows that you know,” Brookhart said.\u003c/p>\n\u003cp>Better feedback would be to tell the student he came up with two good reasons and ask him to add some of the missing information, like the title of the book and examples of how the book was funny or had mysteries. Then, the teacher could offer some sentence starters to help the student “add more,” on the principle that he didn’t know how to do that, or else he would have. Brookhart says that because this feedback is related to the skill being learned, it’s more motivating to students, and doesn’t make students feel like they are playing the teacher’s game.\u003c/p>\n\u003cp>“Teachers that are more effective at formative assessment go for student thinking, not just how correct they are,” Brookhart said. After a feedback session the teacher should understand more about how the student is thinking than she could gain from merely looking at what he wrote. And, she can then use that insight to give the student opportunities to revise the work and push toward stronger understanding of the learning target.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=DGNp0AJte_c?rel=0&showinfo=0&w=640&h=360]\u003c/p>\n\u003cp>Brookhart says surveys of students are clear on what they want from feedback. “In many different countries, some done in the context of formative assessment and sometimes summative assessment, what students want is information they can use and the opportunity to use it.”\u003cbr>\n\u003cstrong>\u003cbr>\nEQUITY IN FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>Another key thing to keep in mind when giving feedback relates to equity in thinking. It’s easy to see a moderate- or high-level student’s work that doesn’t have typographical errors and push on the thinking behind it. But often the student whose technical writing skills are lower will get only the typographical feedback without the push on further thinking. While done unintentionally, the difference in feedback reinforces bias and could contribute to different expectations for different students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This is the difficult thing about differentiated feedback. It will necessarily be different, but kids who struggle should also be held to a high level of thinking, and have their ideas honored, even when they are still working to bring their writing skills up to grade level. When teachers focus only on the elements students are worst at, feedback can be demotivating. For the most part, it’s ideas that drive people to learn, not grammar.\u003c/p>\n\n","blocks":[],"excerpt":"Feedback is a crucial part of learning, but only when it helps students target learning goals and comes at the right moment in the trajectory of a project.","status":"publish","parent":0,"modified":1492024544,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1514},"headData":{"title":"Why Giving Effective Feedback Is Trickier Than It Seems | KQED","description":"Feedback is a crucial part of learning, but only when it helps students target learning goals and comes at the right moment in the trajectory of a project.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Giving Effective Feedback Is Trickier Than It Seems","datePublished":"2017-04-12T13:09:51.000Z","dateModified":"2017-04-12T19:15:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47948 https://ww2.kqed.org/mindshift/?p=47948","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/","disqusTitle":"Why Giving Effective Feedback Is Trickier Than It Seems","path":"/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers intuitively know that giving feedback on student work is an important part of the learning process. Research on different learning strategies conducted by \u003ca href=\"http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf\" target=\"_blank\">John Hattie bears out \u003c/a>what many know instinctively to be true -- in order to improve at something humans need to know what they’re doing well and how they can improve. But giving effective feedback in the classroom can be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/28/the-difference-between-praise-and-feedback/\" target=\"_blank\">trickier than it seems\u003c/a>. It’s more of an art than a simple practice and requires the teacher to be disciplined and thoughtful about what is worthy of feedback, as well as when to give it.\u003c/p>\n\u003cp>“The job of feedback is to meet the student where they are and give them what they need to take their next steps,” said \u003ca href=\"http://www.ascd.org/ascdarias/authorbio/Susan-M-Brookhart.aspx\" target=\"_blank\">Susan Brookhart\u003c/a> at the \u003ca href=\"https://www.learningandthebrain.com/\" target=\"_blank\">Learning and the Brain\u003c/a> conference. Brookhart is an education consultant and author of \u003ca href=\"http://www.ascd.org/publications/books/116066.aspx\" target=\"_blank\">“How to Give Effective Feedback to Your Students.”\u003c/a> She says often teachers she works with try to close all the education gaps a student has with one round of feedback. But when they do that it’s often too much information for a student to process. Instead Brookhart recommends praising the work’s strengths and then giving just one or two suggestions for how to make it even better.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If they're not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow.'\u003ccite>Susan Brookhart, Author of '\u003ci>How to Give Effective Feedback to Your Students'\u003c/i>\u003c/cite>\u003c/aside>\n\u003cp>And, crucially, this feedback must come at a time when the student can immediately act on the feedback, not at the end of a unit or essay when there’s no chance for the student to incorporate the feedback. “Don’t give any feedback on the final grade,” Brookhart said. “If they’re not going to be able to use it, it’s wasted time -- yours and theirs.” Instead, she recommends building in time during the trajectory of the work to give feedback that students can immediately use to move them forward in their personal learning journey.\u003c/p>\n\u003cp>Often discussions about feedback focus on timeliness, but \u003ca href=\"http://sites.utexas.edu/mdl/files/2016/06/MulletButlerVerdinvonBorriesMarsh2014.pdf\" target=\"_blank\">research from Andrew Butler’s lab\u003c/a> suggests sometimes delaying feedback can be helpful, too. In his studies, the delayed feedback had the effect of forcing students to return to submitted work a week later, and that extra review helped them retain the information. The same principle can be applied to feedback given immediately, but used by students to improve over a period of time. In a situation oriented more toward process than memorization, using feedback inherently means spacing out learning.\u003c/p>\n\u003cp>“If they’re not asking where am I going, what am I supposed to be learning by doing this, then feedback is just another set of teacher directions to follow, which may or may not in the student's mind be related to anything other than the activity,” Brookhart said. She suggests that teachers think very carefully about the learning target and the success criteria for a specific activity and only give feedback on that target. Students want to learn and they want feedback that will help them improve, but they also want to know why it matters. When a teacher can connect the feedback to an important future skill, students have a reason to incorporate it and can see the transfer process more clearly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/CygTwWsoXfE'\n title='//www.youtube.com/embed/CygTwWsoXfE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>A common feedback trap that Brookhart observes can happen when teachers forget the goal of an assignment and give feedback on things like grammar instead of the learning goal. For example, if a seventh-grade science lab is meant to teach a concept, but all the feedback is about how the student formatted the lab, then the teacher has missed an opportunity. “Feedback then becomes what do I need to do to please this teacher, not what do I need to do to learn,” Brookhart said.\u003c/p>\n\u003cp>She also points out that feedback depends entirely on the learning goals of individual students. One student may have trouble starting a problem, but generally understands the material, so simply reminding her of the learning target might be enough. Another student may have trouble starting because his grasp of the material is a little shaky, but some guiding questions might be enough to spark his thinking. Still a third student may be lost on the content, in which case working through an example with her might be the appropriate level of scaffolding.\u003cbr>\n\u003cstrong>\u003cbr>\nFEEDBACK FOR DIFFERENT REASONS\u003c/strong>\u003c/p>\n\u003cp>Often teachers think of giving feedback as useful to the student, but it should also be \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/06/the-importance-of-low-stakes-student-feedback/\" target=\"_blank\">fruitful for the teacher\u003c/a>. An individual instance of feedback can give a teacher a close-up look at the student’s abilities with a specific skill, a snapshot of where they are in the scope of the class, and some ideas about where to go in the long term.\u003c/p>\n\u003cp>“Tell the students what you see in their work,” Brookhart said. That doesn’t mean merely writing “Good Job” or “Needs Work” in the margins. Those comments are evaluative, signaling the end of the conversation. “Without descriptions students don’t have the information they need to take that next step.”\u003c/p>\n\u003cp>Brookhart gave an example of an elementary class working on persuasive writing. Students were asked to write a letter to the librarian after a book was stolen, offering some reasons why she should buy the book again. One student wrote a paragraph explaining that the book was funny and had mysteries in it, so it was worth replacing. The teacher’s feedback focused almost entirely on the spelling, capitalization and format errors of the letter. And at the end the teacher wrote, “Add more.”\u003c/p>\n\u003cp>Brookhart unapologetically calls this bad feedback. A student reading this feedback would think the teacher cared only about grammar and format, not about his ideas or persuasiveness, the stated goal of the assignment. “The worst thing about this is that there’s something really good in this that the teacher doesn’t mention,” Brookhart said. The student did offer two specific reasons why he liked the book, but the teacher did not call out those strengths.\u003c/p>\n\u003cp>“Do not assume this kid knows that he’s got the kernel of persuasion in there. Part of your feedback should be to make explicit, so he knows that you know,” Brookhart said.\u003c/p>\n\u003cp>Better feedback would be to tell the student he came up with two good reasons and ask him to add some of the missing information, like the title of the book and examples of how the book was funny or had mysteries. Then, the teacher could offer some sentence starters to help the student “add more,” on the principle that he didn’t know how to do that, or else he would have. Brookhart says that because this feedback is related to the skill being learned, it’s more motivating to students, and doesn’t make students feel like they are playing the teacher’s game.\u003c/p>\n\u003cp>“Teachers that are more effective at formative assessment go for student thinking, not just how correct they are,” Brookhart said. After a feedback session the teacher should understand more about how the student is thinking than she could gain from merely looking at what he wrote. And, she can then use that insight to give the student opportunities to revise the work and push toward stronger understanding of the learning target.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/DGNp0AJte_c?rel=0'\n title='//www.youtube.com/embed/DGNp0AJte_c?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Brookhart says surveys of students are clear on what they want from feedback. “In many different countries, some done in the context of formative assessment and sometimes summative assessment, what students want is information they can use and the opportunity to use it.”\u003cbr>\n\u003cstrong>\u003cbr>\nEQUITY IN FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>Another key thing to keep in mind when giving feedback relates to equity in thinking. It’s easy to see a moderate- or high-level student’s work that doesn’t have typographical errors and push on the thinking behind it. But often the student whose technical writing skills are lower will get only the typographical feedback without the push on further thinking. While done unintentionally, the difference in feedback reinforces bias and could contribute to different expectations for different students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is the difficult thing about differentiated feedback. It will necessarily be different, but kids who struggle should also be held to a high level of thinking, and have their ideas honored, even when they are still working to bring their writing skills up to grade level. When teachers focus only on the elements students are worst at, feedback can be demotivating. For the most part, it’s ideas that drive people to learn, not grammar.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21074","mindshift_20978","mindshift_1040","mindshift_21082"],"featImg":"mindshift_47999","label":"mindshift"},"mindshift_44360":{"type":"posts","id":"mindshift_44360","meta":{"index":"posts_1591205157","site":"mindshift","id":"44360","score":null,"sort":[1458803292000]},"guestAuthors":[],"slug":"how-meaningful-feedback-for-teachers-and-students-improves-relationships","title":"How Meaningful Feedback for Teachers and Students Improves Relationships","publishDate":1458803292,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/30/maryland-educator-named-2014-national-teacher-of-the-year/\" target=\"_blank\">2014 National Teacher of the Year\u003c/a>, Sean McComb, works at a pretty average-looking high school. \u003ca href=\"http://patapscohs.bcps.org/\" target=\"_blank\">Patapsco High School and Center for the Arts\u003c/a> isn't a school with extra funding or special dispensation to try something totally different.\u003c/p>\n\u003cp>Students sit at desks, they rotate through periods and, in many ways, the school hasn't revolutionized what it looks like to attend school. But, even within this traditional-looking environment, McComb is continually trying new things in his classroom. This year he's challenging himself to do a better job of letting students follow their own unique learning path by tailoring how he teaches to the individual.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/personalize-feedback-for-students\" target=\"_blank\">Teaching Channel video\u003c/a>, McComb leads a class period where he's trying to give individual students feedback as they work and not only after they've turned in their assignments. He demonstrates how he tries to hold back from giving them the answers, instead guiding them with questions, making sure they are aware of and are using resources, and crucially allowing them the time and space to think through what he's asking and arrive at a solution on their own.\u003c/p>\n\u003cp>McComb is doing a lot in this lesson. He's helping a few students work on a specific skill they lack; he's checking in on students working independently; he's conferencing with students who are having individual problems; and he's trying not to just give students the language that will improve their writing. McComb calls this practice a structure that's flexible and allows for short cycles of work that give him an opportunity to address problems and give real-time feedback. He's hoping this new approach to writing feedback will not only improve his students' work, but will also help them to become more independent learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157994651\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often focus on the feedback they give students and can even feel frustrated when students ignore carefully written comments on returned work. Less common is taking the time to get feedback from students on how they experience a teacher. As a way of fostering transparency, strong relationships and student voice, McComb asks his students for specific feedback about how he's serving them as a teacher. To help students feel safe, he has asked student leaders to discuss with their peers and bring the information back to him.\u003c/p>\n\u003cp>\"This strategy calls on me as the adult to have the courage to be vulnerable,\" McComb says in \u003ca href=\"https://www.teachingchannel.org/videos/feedback-from-students\" target=\"_blank\">the video\u003c/a>. He also hopes giving students the opportunity to address their frustrations makes them feel that he cares about them and that together they are in a partnership for success. McComb notes he can't change how students feel, but he can change how he reacts to their feedback. He plans to gather student feedback this way quarterly, rotating student leaders each time, and incorporate it into his work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157997288\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A National Teacher of the Year demonstrates how he regularly tries to improve his teaching practice, this time by giving and getting more authentic feedback.","status":"publish","parent":0,"modified":1458803292,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/157994651","https://player.vimeo.com/video/157997288"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":481},"headData":{"title":"How Meaningful Feedback for Teachers and Students Improves Relationships | KQED","description":"A National Teacher of the Year demonstrates how he regularly tries to improve his teaching practice, this time by giving and getting more authentic feedback.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Meaningful Feedback for Teachers and Students Improves Relationships","datePublished":"2016-03-24T07:08:12.000Z","dateModified":"2016-03-24T07:08:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44360 http://ww2.kqed.org/mindshift/?p=44360","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/24/how-meaningful-feedback-for-teachers-and-students-improves-relationships/","disqusTitle":"How Meaningful Feedback for Teachers and Students Improves Relationships","path":"/mindshift/44360/how-meaningful-feedback-for-teachers-and-students-improves-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/30/maryland-educator-named-2014-national-teacher-of-the-year/\" target=\"_blank\">2014 National Teacher of the Year\u003c/a>, Sean McComb, works at a pretty average-looking high school. \u003ca href=\"http://patapscohs.bcps.org/\" target=\"_blank\">Patapsco High School and Center for the Arts\u003c/a> isn't a school with extra funding or special dispensation to try something totally different.\u003c/p>\n\u003cp>Students sit at desks, they rotate through periods and, in many ways, the school hasn't revolutionized what it looks like to attend school. But, even within this traditional-looking environment, McComb is continually trying new things in his classroom. This year he's challenging himself to do a better job of letting students follow their own unique learning path by tailoring how he teaches to the individual.\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.teachingchannel.org/videos/personalize-feedback-for-students\" target=\"_blank\">Teaching Channel video\u003c/a>, McComb leads a class period where he's trying to give individual students feedback as they work and not only after they've turned in their assignments. He demonstrates how he tries to hold back from giving them the answers, instead guiding them with questions, making sure they are aware of and are using resources, and crucially allowing them the time and space to think through what he's asking and arrive at a solution on their own.\u003c/p>\n\u003cp>McComb is doing a lot in this lesson. He's helping a few students work on a specific skill they lack; he's checking in on students working independently; he's conferencing with students who are having individual problems; and he's trying not to just give students the language that will improve their writing. McComb calls this practice a structure that's flexible and allows for short cycles of work that give him an opportunity to address problems and give real-time feedback. He's hoping this new approach to writing feedback will not only improve his students' work, but will also help them to become more independent learners.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157994651\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers often focus on the feedback they give students and can even feel frustrated when students ignore carefully written comments on returned work. Less common is taking the time to get feedback from students on how they experience a teacher. As a way of fostering transparency, strong relationships and student voice, McComb asks his students for specific feedback about how he's serving them as a teacher. To help students feel safe, he has asked student leaders to discuss with their peers and bring the information back to him.\u003c/p>\n\u003cp>\"This strategy calls on me as the adult to have the courage to be vulnerable,\" McComb says in \u003ca href=\"https://www.teachingchannel.org/videos/feedback-from-students\" target=\"_blank\">the video\u003c/a>. He also hopes giving students the opportunity to address their frustrations makes them feel that he cares about them and that together they are in a partnership for success. McComb notes he can't change how students feel, but he can change how he reacts to their feedback. He plans to gather student feedback this way quarterly, rotating student leaders each time, and incorporate it into his work.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe style=\"float: left; margin: 0pt 16px 10px 0;\" src=\"https://player.vimeo.com/video/157997288\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44360/how-meaningful-feedback-for-teachers-and-students-improves-relationships","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_20978","mindshift_1040","mindshift_20779","mindshift_20652","mindshift_851"],"featImg":"mindshift_44367","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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