Secondary Literacy Guide

Canyons School District

Instructional Supports Department

FEEDBACK BETWEEN TEACHERS & STUDENTS

Effect Size 0.92

Implementation Tools

Critical Actions for Educators ------------------------------ ● Provide timely

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 specifc, clear, purposeful, compatible with prior knowledge, immediate, and non-threatening. 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: Specifc 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).

prompts that indicate when

students have done something correctly or incorrectly.

● Give students the opportunity to use the feedback to continue their learning process.

● End feedback with the student performing the skill correctly and receiving positive acknowledgement.

Type

Description

Example

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 foor please

Positive

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

“Try harder on your math worksheet; I know you can do better.”

Corrective