CTESS ebook

The teacher delivers a full feedback sequence. A full feedback sequence occurs when the teacher gives feedback to a student response, the student makes a revision or further develops the initial response, and the teacher gives feedback on that response. It may take an extended period of time for the sequence to be completed (e.g., the teacher interacts with one or more students before coming back to the target student to close the feedback loop.) The key point is that the student is successful, and the teacher acknowledges that success. Any of the following sequence types are considered feedback sequences: Corrective Sequence: Teacher provides an opportunity to respond → student responds incorrectly → teacher indicates that the response was not correct and provides an opportunity for correction → student gives correct response → teacher affirms that response was correct. • Expansive Sequence: Teacher provides an opportunity to respond → student response is a partial response or could be expanded into a higher quality response → teacher affirms response and provides guidance for expansion/refinement → student revises or elaborates upon previous response → teacher acknowledges response as an improvement. • Challenge Sequence: Teacher provides an opportunity to respond → student response is fully correct → teacher affirms student response and asks a more difficult question on the same topic as a follow up → student answers → teacher responds with positive or corrective feedback. Non-Examples: • Incomplete Corrective Sequence: Teacher provides an opportunity to respond → student responds incorrectly → teacher indicates that response was not correct but does not provide an opportunity for the student to answer correctly. • Incomplete Expansive Sequence: Teacher provides an opportunity to respond → student response is a partial response or could be expanded into a higher quality response → teacher affirms response but does not provide guidance for expansion/refinement. • Incomplete Challenge Sequence: Teacher provides an opportunity to respond → student response is fully correct → teacher affirms student response but does not ask a more difficult question on the same topic as a follow up. Teacher provides a student or group of students with feedback on an academic or social behavior that details specifically how the student’s behavior/response is correct or incorrect. Feedback that is descriptive and specific gives students an explanation of what they are doing accurately or inaccurately. Ideally, feedback should be detailed enough to reference a skill or specific knowledge. “I like the way you reread from the beginning of the paragraph when you got to a sentence that didn’t make sense to you; that’s a great strategy to make sure you understand what you are reading” • “Wait, you skipped a word in that sentence. Let’s first break the word apart to figure it out before trying it again.” • “I can tell you really tried your hardest on that one.” • “Great job – you used the formula correctly.” • “I like how you clarified your answer for the rest of us.” • “You are on the right track. Double - check your notes from yesterday.” • “That’s a great start. See if you can add more details in your paragraph.” Non-examples: • “Good job!” (mark as Positive Feedback). • “That’s not correct. Try again.” (mark as Corrective Feedback) • “I like your topic.” (mark as Positive Feedback) • Teacher repeats the student’s correct response, e.g., “Yes, 2+2 is 4.” (mark as Positive Feedback) Examples: • Examples: •

Feedback Sequences (S)

Feedback the Teacher Provides

Specific Feedback

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