Every day, we have multiple opportunities as teachers to provide feedback to students. When feedback is purposeful and strategic it has shown to have an effect size of .70, which indicates that this is an effective instructional strategy.
@ROBIN_MACP (https://robin-macpherson.com/2018/08/24/the-effect-size-effect/)
So how do we give feedback that is worthy and powerful enough to have the effect size we want it to have? Council for Exceptional Children and the CEEDAR Center has given us twenty-two High Leverage Practices (HLP) in Special Education. “Provide positive and constructive feedback to guide students’ learning and behavior,” is HLP number twenty-two. (HLP for Students with Disabilities) This HLP describes the purpose as meaningful and ongoing and embedded in classroom instruction until the student masters the ultimate goal, objective, or learning target.
Feedback can be done in multiple ways: verbal, nonverbal, or written as well as timely, contingent, genuine, meaningful, age-appropriate, and scaffolded depending on the phase of learning (i.e. acquisition, fluency, maintenance).
John O'Connor shared in a webinar on September 30, 2021, "Feedback can come from four sources: teacher, peers, self, and/or technology." He also shared the cycle of engagement as a way to demonstrate how often feedback can be embedded in lessons. This model included:
Teacher provides model or prompt → Students write independently → Students explain to peers → Students write again updating their work → Teacher debriefs using models from student input.
O’Connor, J. (September 30, 2021). What to look for in all classrooms and co-teaching classrooms. CASE Webinar.
Watch this short video to learn more about providing effective feedback to students.
If you are wanting to dig deeper into the High Leverage Practices, more specifically on feedback, check out this video from the website on High Leverage Practices.
Check out these Micro-Credentials!
The Special Education Professional Learning team would like to highlight a couple of micro-credentials available on the Keystone AEA website which aligns to this topic called, “Assessing Student Learning” and “Feedback in Google Classroom.” The links to these micro-credentials can be found here.
To view these micro-credentials, navigate to: Keystone AEA → Educators → Professional Learning → Microcredentials