SALTA 3rd grade

FEEDBACK BETWEEN TEACHERS & STUDENTS Effect Size 0.75 Implementation Tools & Resources

Feedback lets the learner know whether or not a task was performed correctly and how it might be improved. Feedback is most effective when it is specific, clear, purposeful, compatible with prior knowledge, immediate, and non-threatening. Effective feedback can be given in various ways (i.e video, discussions, in person, notes, canvas comments). When teachers elicit feedback from students, and use that feedback to determine how to best help each student, a high degree of relational trust is built between teacher and student. This relational trust helps build a culture where students feel safe to answer incorrectly and receive corrective feedback without feeling embarrassed. Feedback from Students: Educational research indicates that feedback is one of the most powerful drivers of student achievement. John Hattie’s synthesis of the overall effect size of feedback is very high (ES = 0.75). He states that feedback from students as to what they understand, when they are not engaged, where they make errors, and when they have misconceptions, helps make student learning visible to the teacher. Feedback to Students: Specific positive academic and behavioral feedback, or teacher praise, has been statistically correlated with student on-task behavior (Apter, Arnold, & Stinson, 2010) and has strong empirical support for both increasing academic and behavioral performance and decreasing problem behaviors (Gable, Hester, Rock, & Hughes, 2009). There is a continued assertion that teachers maintain a ratio of praise to correction at 3:1 or 4:1 (Gable, Hester, Rock, & Hughes, 2009; Stichter, Lewis, & Wittaker, 2009). Feedback Types: Type Description Example

Critical Actions for Educators *Provide timely prompts that indicate when students have done something correctly or incorrectly. opportunity to use the feedback to continue their learning process. *End feedback with the student performing the skill correctly and receiving positive acknowledgement. *Create opportunities for students to give each other feedback in the classroom and digitally. *Give students the

Non-Example

Teacher indicates that a target academic or social behavior is correct. Teacher indicates that an academic or social behavior is incorrect (using a neutral tone and body language).

“Correct! 7 X 4 is 28”

“Johnny, pick up your pencil off the floor please “Try harder on your math worksheet; I know you can do better.”

Positive

"That's not quite right, let me give you another clue . . . “

Corrective