What if feedback--from teacher to student, between students, from student to teacher--could be seen as an essential part of the ongoing process that defines the learning environment? This groundbreaking book explores using feedback to help students become better learners, examines the crucial use of verbal and nonverbal language to engage and guide students, and shows strategies and activities to establish and promote effective feedback within the classroom and beyond.--$cProvided by publisher.
Authors
- Bibliography, etc. Note
- Includes bibliographical references (pages 122-123) and index
- Control Number Identifier
- CaOOCEL
- Description conventions
- rda
- Dewey Decimal Classification Number
- 371.102/2
- Dewey Decimal Edition Number
- 23
- Distributor
- Canadian Electronic Library (Firm),
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551389080 9781551383040
- LCCN
- LB1033.5
- LCCN Item number
- M43 2015eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (127 pages)
- Published in
- Ottawa, Ontario
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)kck00236457 (OCoLC)945776925 (CaOOCEL)450269
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Introduction 7
- Chapter 1: Understanding Feedback 10
- Feedback as Principle and Process 10
- Feedback and Assessment 11
- Feedback and the Growth Mindset 14
- A Growth Mindset for Teaching 15
- A Growth Mindset for Learning 15
- Feedback and Community-Building 17
- Chapter 2: Feedback for Learning 18
- Learner Variables 19
- Learning for the 21st Century 20
- Problem-Solving and Critical Thinking 21
- Collaboration 21
- Globalization 21
- Information Technology 22
- The Inquiry Process 23
- Designing Inquiry 24
- Chapter 3: Designing Feedback Strategies 27
- Creating a Theory of Action 27
- Creating a Culture of Feedback 28
- Feedback for Academics, Socialization, and Development 29
- Academics 30
- Socialization 31
- Development 31
- Three-Part Lesson Model 32
- Recording Feedback 33
- Learning Tracker 33
- Running Record 33
- Weekly/Biweekly Report 34
- Chapter 4: Feedback Strategies 41
- Meta-Feedback 41
- Success Criteria 42
- Entry and Exit Tickets 42
- Gallery Walk 44
- Mind-Mapping 44
- Artifacts 45
- Talking Circles 45
- Think–Pair–Feedback 45
- Learning Contract 46
- Stop/Start/Continue 46
- Strategies that Combine Positive Feedback and Next Steps 47
- Plus/Idea/Next Step 47
- Two Stars and a Wish 47
- One to Glow, One to Grow 47
- Feedback Footprint 47
- Feedback Cards 47
- Feedback Cards to Elicit Feedback 48
- Feedback Cards to Share Feedback 49
- Feedback Cards as Checklists 49
- Feedback Cards for Adapting Criteria 49
- Feedback Dice 50
- Die 1: Feedback Prompts 50
- Die 2: Appreciation Prompts 51
- Die 3: Tasks 51
- Die 4: Question Words 52
- Die 5: Next Words 52
- Die 6: Ways of Sharing Feedback 52
- Chapter 5: Feedback for Academics 68
- Feedback for Strategies Comprehension 68
- Feedback Activities for Connecting 69
- Feedback Activities for Visualizing 70
- Feedback Activities for Predicting 71
- Feedback Activities for Inferring 71
- Feedback Activities for Questioning 72
- Feedback Activities for Reflecting 73
- Additional Academic Strategies for Feedback 73
- Math Processes and Feedback 74
- Scientific Processes and Feedback 74
- Social Studies and Feedback 74
- Chapter 6: Feedback for Socialization 82
- Play and Collaboration 83
- Feedback Cards 83
- Feedback Dice 84
- Conversations 84
- Chapter 7: Feedback for Development 87
- Strategies for Development 87
- Scaffolding 88
- Monitoring Learning 88
- Feedback for Self-Regulation 88
- Goal-Setting 90
- Conflict 90
- Motivation 91
- Handling Negative Feedback 92
- Feedback Cards for Development 93
- Feedback Cards for Growth Mindsets 93
- Feedback Cards for Character Development 93
- Feedback Cards for Feelings 93
- Chapter 8: Creating the Feedback-Friendly Classroom 99
- Instructional Design 100
- Hidden Curriculum 101
- Building Frameworks for Feedback 103
- Focus on Strengths 103
- Establish Group Norms 104
- Set Goals 104
- Feedback-Friendly Language 105
- Types of Language 106
- Assessment 109
- Triangulation of Assessment Data 109
- Self- and Peer-Assessment 111
- Tracking Templates 112
- Sending Feedback Home 113
- References 123
- Index 125
- A 125
- B 125
- C 125
- D 125
- E 126
- F 126
- G 126
- H 126
- I 126
- K 127
- L 127
- M 127
- N 127
- O 127
- P 127
- Q 127
- R 127
- S 128
- T 128
- V 128
- W 128
