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teacher to teacher feedback

Is the feedback we provide focused, comprehensive and improvement oriented, addressing the four key questions raised above? Many teachers become defensive when a principal offers negative feedback, particularly if the feedback comes as the result of hearsay or a random one-time visit to the teachers’ classroom. They frequently consulted with students and provided written and verbal feedback on these notes, often during class time. Are our assessment methods and criteria clear, valid and reliable? & Timperley, H. (2007). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Drawn from various disciplines, the teachers we studied gave timely, frequent, high-quality, focused, constructive feedback to their students. (1998). Discussion paper prepared for the Interim Committee of the NSW Institute of Teachers available at: http://www.nswteachers.nsw.edu.au/library/Rowe.html. Unicorn.

O’Day (Eds.). Camberwell: ACER. Feedback such as ‘concentrate more,’ ‘get help with your spelling,’ improving,’ ‘poor punctuation,’ ‘some good ideas,’ ‘did you write this?’ and  ‘satisfactory’ provides little reassurance or guidance. © 2020 Australian Council for Educational Research — ACER, official partner of UNESCO, Great teachers give great feedback, Stephen Dinham writes. Australian Journal of Education. In contrast, trial and error learning or poor teaching are less effective and take longer. Sensitivity is important, as is the relationship between the teacher and learner. It stands to reason that if a student doesn’t know where he or she stands and how he or she can improve, then parents will have even less of an idea and will be poorly equipped to assist and provide support to both student and teacher. It’s also important not to confuse feedback on performance with ‘positive reinforcement,’ self-esteem ‘boosting’ – as Catherine Scott and I described it in a 2005 article in the Australian Educational Leader – or praise or punishment. The research evidence, however, is clear.

There’s also scope for peer, that is, student-student feedback and for students to provide feedback to a teacher on that teacher’s performance. The right balance needs to be struck between not wanting to hurt someone’s feelings and destroying their confidence. British Educational Research Journal. Examples of Feedback for the Teacher at the end of the First Week of Class. For more on this, see Leadership for exceptional educational outcomes and ‘The secondary Head of Department and the achievement of exceptional student outcomes.’.

Scott, C. & Dinham, S. (2005). Dinham, S. (2002). A bare mark of 6 out of 10 with a comment along the lines of ‘good’ is next to useless in providing guidance for improvement and in answering those four key questions. What evidence will we need. The first week has … In some cases bad feedback can be worse than no feedback. Australian College of Education (September): 1-20.

Lower effect sizes (for feedback) were related to praise, rewards and punishment.’. In these ways, teachers were able to monitor and maintain student performance and progress. How does my work compare with that of others?

My advice to any teacher, department or school seeking to improve student achievement is to start with feedback, that thing which we know has the largest or near largest effect size in respect of student learning. Australian Educational Leader. Learners who don’t receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress.

Teachers in our 2000 study of successful senior secondary teaching communicated the purposes of assessment and feedback to their students. In what ways do you ensure that the criteria used for assessing student work is clear, understood by the student and used to frame personalised feedback? Rowe, K.J. One English teacher we observed maintained a regime whereby after each lesson students were required to write 250 words on two key matters arising from the lesson. While students were working individually or in groups, teachers were observed to be moving through the class, quickly monitoring, assessing, suggesting, explaining, questioning, listening and commending. Other teachers in the study were seen to insist on student note-making rather than note-taking or copying. Current Directions in Psychological Science. What is feedback? Teaching and Learning in Middle Schooling A review of the literature: A report to the New Zealand Ministry of Education. 7: 67-72. Getting to scale with successful educational practices, in S.H. Feedback is equally vital in schooling and performs a variety of functions including recognising, correcting, encouraging, challenging and improving student performance. Teachers can also receive feedback on their performance from peers or supervisors. While some people can be pushed to perform at a higher level, others need more encouragement and sympathetic handling.

Consider the feedback you use with your students. When those who see themselves on the discovery learning or constructivist side also see themselves as facilitators they may shy away from giving ‘hard’ assessment, reporting ‘failure’ or providing feedback which might upset or discourage the learner, a reluctance that can become very strong if you also subscribe to notions of ‘free expression’ and ‘multiple realities.’. Teachers make a difference: What is the research evidence? 27(1): 28-30. San Francisco: Jossey-Bass. Using the eight questions posed above, how could you improve the feedback you offer students? Kluger, A.N. Do our students understand what is meant by feedback? Here, I’ll concentrate on teacher-student feedback, but should point out that my research into highly effective departments and schools has shown that successful leaders provide high-quality feedback to their staff, an important influence on the quality of teaching in their schools. Parenting, teaching and self-esteem. 77(1): 81-112. An expert teacher, mentor or coach can readily explain, demonstrate and detect flaws in performance. This feedback was then given back to the students later in the lesson. My involvement with the successful senior teaching study and a number of other studies into effective teaching and learning has shown me that learners consistently want answers to four questions about their work: Effective teachers provide answers to all four questions on a regular basis, but they especially answer ‘How can I do better?’ because this is the key to remediation and improving performance. Should there be a three-strikes rule against pure discovery learning? Comments and suggestions contained within feedback need to be focused, practical, and based on a professional assessment of what the student can do and is capable of achieving. More rarely, supervisors receive feedback from their staff. Feedback is, however, only one part of the equation.

Rewards and Reforms: Creating educational incentives that work. Too great a focus on ‘What can’t I do?’ at the expense of ‘What can I do?’ can also be a problem, with the latter having twice the effect size of the former, according to research reported by Avraham Kluger and Angelo DeNisi in ‘Feedback interventions: Towards the understanding of a double-edge sword.’, There is, of course, something of an ideological issue in all this. He or she can also identify talent and potential, and build on these. Dinham, S. (2007c). In some cases, the feedback given by teachers might be considered excessive.

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