This is an important artifact to keep as a reference for the teaching profession. The above graphics offer various suggestions to supplying students with pertinent and useful feedback, as well as illustrating how not to give feedback. everything that you instruct your students to do such as homework, tests, quizzes, in class assignments, and performance need to have feedback; it is a necessary component of learning. In order for students as well as their parents/ guardians to be in touch with the overall progress and performance going on in the classroom feedback is necessary to communicate these things. Also, if you want your students to take responsibility and accountability for their learning, feedback is the first and last step in the process.
Through our discussions and research in EDU 410 our group of aspiring teachers found a lot of important information on feedback. First off, there are two routes to give giving feedback, encouragement or criticism. Encouragement is used to perpetuate and reinforce good behavior, criticism is used to change or stop certain behaviors. There are a variety of ways to achieve both types of these feedback which were outlined in our research. Techniques for encouragement include but are not limited to: praise, content feedback, social rewards, symbolic rewards, activity rewards, food rewards, learning tool rewards, and public display or recognition. Some basic techniques for criticism are prompting, shaping, shape-prompting, identifying, balanced criticism, and probing. All of these techniques we discussed in class were designed to give students reactions and responses to student work. Our research also showed that timing and specificity are two highly important factors for feedback. One of the most important things I learned from the research for feedback was that you need to be careful with certain words that can bring negative connotations onto the feedback you give, such as using "and" instead of "but". For example, "You're right about the first part, and if you think a little deeper into that question I'm sure you'll get the whole thing" vs. "You're right about the first part, but the second half of it needs some work".
Overall, the learning and research conducted as a result of this artifact was extremely beneficial to my development as a professional. I have learned about the importance of feedback, the difference between encouragement and criticism, as well as the difference between praising ability and effort (as seen in the artifact). Learning the types of activities in class that will require feedback also helped me scope the importance of feedback. Also, learning the various activities to conduct feedback was probably one of the more useful pieces of information I have picked up through this course, they were specific and constructive; something I can easily instill in my future classrooms. The construction of this artifact and the research found through EDU 410 truly revealed the importance of classroom feedback.
Through our discussions and research in EDU 410 our group of aspiring teachers found a lot of important information on feedback. First off, there are two routes to give giving feedback, encouragement or criticism. Encouragement is used to perpetuate and reinforce good behavior, criticism is used to change or stop certain behaviors. There are a variety of ways to achieve both types of these feedback which were outlined in our research. Techniques for encouragement include but are not limited to: praise, content feedback, social rewards, symbolic rewards, activity rewards, food rewards, learning tool rewards, and public display or recognition. Some basic techniques for criticism are prompting, shaping, shape-prompting, identifying, balanced criticism, and probing. All of these techniques we discussed in class were designed to give students reactions and responses to student work. Our research also showed that timing and specificity are two highly important factors for feedback. One of the most important things I learned from the research for feedback was that you need to be careful with certain words that can bring negative connotations onto the feedback you give, such as using "and" instead of "but". For example, "You're right about the first part, and if you think a little deeper into that question I'm sure you'll get the whole thing" vs. "You're right about the first part, but the second half of it needs some work".
Overall, the learning and research conducted as a result of this artifact was extremely beneficial to my development as a professional. I have learned about the importance of feedback, the difference between encouragement and criticism, as well as the difference between praising ability and effort (as seen in the artifact). Learning the types of activities in class that will require feedback also helped me scope the importance of feedback. Also, learning the various activities to conduct feedback was probably one of the more useful pieces of information I have picked up through this course, they were specific and constructive; something I can easily instill in my future classrooms. The construction of this artifact and the research found through EDU 410 truly revealed the importance of classroom feedback.