Giving and Receiving Feedback

Giving and Receiving Feedback

How to Give Effective Feedback

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Source: Association for Supervision and Curriculum Development (ASCD)

25 Ideas for Whole Class Feedback

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Source: Mike Gershon 

Questioning for Formative Feedback

By: Jackie Acree Walsh

When used effectively, quality questions and student dialogue result in self-regulated learners and formative feedback that reveals progress toward learning goals.

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"While most educators agree that giving students a voice in their own education and designing learning with the students in mind are sound and meaningful practices, many educators struggle to bring this approach to fruition. 

"Understanding the importance of quality questioning, purposeful dialogue, and formative feedback is important; being able to transfer this understanding into classrooms with students is a critical challenge for educators. Dr. Walsh provides an easy-to-understand, familiar GPS voice to help us make this transfer of principles into actual daily classroom practice." (Stoney M. Beavers, Assistant director, Alabama Best Practices Center)

Learning knows no boundaries. The potential for learning exists whenever and wherever we interact with our environment. So how can we infuse school learning with the authenticity and excitement associated with real-life experiences?

In Questioning for Formative Feedback, Jackie Acree Walsh explores the relationship between questioning and feedback in K–12 classrooms and how dialogue serves as the bridge connecting the two.

Quality questioning, productive dialogue, and authentic use of feedback are a powerful trifecta for addressing the needs of a new generation of learners. In fact, the skillful use of these three processes can fuel and accelerate the academic, social, and emotional learning of all students.

In this book, Walsh provides a manual of practice for educators who want to engage students as partners in these processes. To that end, she offers the following features to help create a classroom in which everyone learns through intentional practice:

Working together, questioning, dialogue, and feedback can transform learning for all. This book supports you in embracing and bringing that vision to fruition.

Learner-Led Conferences

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Focus on Learning

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RISE Meaningful Feedback Model

One helpful tool that you can use when providing feedback on student work is the RISE (Reflect, Inquire, Suggest, Elevate) Model of Meaningful Feedback created by Emily Wray in 2013. The model is aligned with Bloom’s thinking levels taxonomy and works well for both peer-to-peer feedback and instructor feedback to students. 

The Four Tiers of the RISE Model

Run Time: 5:20 - Jun 6, 2013

This Pecha Kucha-style presentation (20 slides, 15 seconds each) introduces the four tiers of the RISE Model for Meaningful Peer Feedback, which prompts learners to reflect, then build a constructive analysis through inquiry, providing suggestions to help elevate each others' work.

RISE Model Posters

Source: RISE Model Website

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