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"Feedback is an inevitable part of teaching. Naturally, you're in a position where you're giving a whole lot of Feedback, but you're likely on the receiving end of Feedback as well. We've all been on the receiving end of Feedback in various aspects of our lives, and I'm sure we've all experienced some Feedback that was less than desirable - for a variety of reasons. Even if the Feedback itself is inherently negative, the delivery and process of the Feedback doesn't have to be. The handy infographic below (from ASCD) offers 7 important things to remember about Feedback. These are important items to remember both when you're giving and getting Feedback. Keep reading to learn more."

"Feedback is crucial for learning and improving, but it's rarely fun to be on the receiving end of it when it's critical. Many people have a negative reaction to Feedback, especially Feedback on their creative work. In a study of seven companies and 11,471 days of creative work, researchers found two striking patterns: First, getting Feedback was incredibly rare, indicating that people seemed to avoid it; and second, when people did receive Feedback, it generally left a negative emotional residue. So what might good Feedback for creative work look like? By "good Feedback," I mean Feedback that creative workers actually want and that leads to changes that improve their creative output."

"Giving feedback is a huge part of teaching. Whether you're teaching 8 year olds or university students, math or english, you give feedback on your students' work almost constantly. The questions may be multiple choice, fill in the blank, short answer, or long essay format. You may be assessing students on their writing ability, cultural literacy, math, chemistry, foreign language, or some combination of the above. The feedback may be a part of a grade, or it may come at an earlier point in the process. Regardless of what you're offering feedback on, the goals of feedback are for the student to learn more, more efficiently, more effectively, and to better understand the material at hand."

"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

"The consistent and effective use of Descriptive feedback in classrooms has become a popular strategy due to its positive influence on student learning. Based on the research of John Hattie, my colleague, Jason Lynn has given me an in-depth look at Hattie's work and how we can use it in the classroom. Although the research suggests that providing students with descriptive feedback has the largest influence on student learning, it can be difficult for teachers to find more time to provide this meaningful assessment as learning and assessment for learning tool with regularity."

"Whether or not the feedback is just "there" to be grasped or offered by another person, all the examples highlight seven key characteristics of helpful feedback."

"Until several years ago, I had a hard time confronting my subordinates with direct, straight-up critical feedback. I didn't want the awkwardness I thought would come from telling someone he wasn't doing his job correctly. However, I grew out of this feeling over time and found constructive, professional ways to provide critical feedback. "

Provide fast and effective feedback to students on their writing by adding audio comments to their google docs writing pieces. Highlight the parts that you are speaking about, record the audio feedback and then share it with them. Awesome!

"Clear, concise communication is powerful. With a little clarity, we can eliminate those long, roundabout email exchanges that keep projects in perpetual limbo. That's what Skitch is for, and today we're bringing this vision to your PDF workflow to help you give the fastest, friendliest and most direct feedback ever. Not only that, but we've also added an innovative summary that ensures your recipients are able to act upon your feedback immediately. Let's dive into the new PDF features, as well as some exciting new tools."

Praise and Feedback occupy significant spaces in the lives of our learners. It should not be surprising then that the language we use to communicate praise and Feedback can enhance or hinder our efforts.

From their website ..."SchoolTipline is an exciting new tool for anonymous feedback and information sharing in school communities. SchoolTipline provides administrators with an affordable and easy-to-use Web-based service through which they can send and receive timely information and manage feedback from students, parents and staff."

Something is missing from my classroom lately and I am quite happy to have seen it disappear. It is the traditional line at the teacher's desk formed by students awaiting feedback on a recently completed piece of writing. What has replaced this is our use of Google Docs and Slides as a tool for the collaborative development of ideas from initial thinking and strategising through to final editing and refinement. It has introduced a new workflow to the class that both streamlines the process of providing feedback, allows for greater detail and transforms the process into one that is richly collaborative.

"One of the most powerful moments in my teaching journey was the summer I immersed myself in feedback and checking for understanding. It forced me to ask myself what and if my students were actually learning."

Creating live padlet pages in iBook author ADEHow to guides April 3, 2014 - 2 comments 0 (0 votes) apple_official_ibooks_author I have been playing around with iBook author for a while and love its potential for engaging students in the classroom. I am currently creating a book to support our upcoming PE conference and wanted to use the book to support everything from signimg up to sessions to giving feedback. Padlet sprung to mind as a great way to share the feedback live and to use as a promise wall for delegates to show what they were going to do as a result of the conference. To keep things neat and tidy i wanted this process to be linked up into the book. Here is the process i used.

"Menomonee Falls - Once every few weeks this past school year, kindergarten teacher Tiffany Fadin corralled her squirmy young charges at Valley View Elementary to get feedback about their recent math lessons. "What specific things did we do in this unit that helped you learn?" she asked recently. "What things did not help you learn?" Behind Fadin, data points flashed on a board, showing how many more students could add and subtract within five digits than in weeks prior. The exercise was deliberate, underscoring a major shift in Menomonee Falls that's training everyone to use data to make decisions, from teachers and custodians to kindergartners. The strategies employed over the past four years have attracted national - even international - attention to Menomonee Falls, including visitors from Sweden and researchers from the Carnegie Foundation. Other districts around the state and other educational institutions, such as the State University of New York, are taking notes. Armed with promising new outcome data, Menomonee Falls Superintendent Pat Greco said she believes what they're doing is working, and that the district is the case study for how K-12 systems can increase achievement and efficiency. And they're doing it by employing methods rooted not in education, but in the manufacturing and health care industries. "Teachers were reticent about posting student performance data. They were reticent to invite feedback from students," said Greco, who began engaging a small core of staff in the work in 2011. "Now, student performance is the highest it's ever been," Greco said."

"Road to Grammar is a free resource featuring quizzes, games, and lessons for English language learners. Visitors to Road to Grammar will find grammar quizzes. Most of the quizzes provide students with instant feedback. Part of the feedback that students receive on the quizzes they take includes explanations why an answer is correct or incorrect. Before taking the quizzes visitors can work through a series of practice activities."

"The point was simple: The more frequent the update in direction, the easier it is to adjust and locate one's goal. Even if the student had a serious disadvantage (i.e. the professor could scurry away), the feedback loop was sufficient guidance. Take the analogy back to academic assessments: How often are students updated about their performance in a typical class? How informative is feedback? Assessment software is not the answer. It is only a component. The underpinning instructional strategy necessary to capture technology's potential to accelerate learning is a micro formative assessment. We need to integrate small checks for understanding into almost every stage of our classroom agendas. And it can't be a teacher asking students, "Does that make sense? Any questions?""

"Skitch is a fantastic tool for annotating images. It enables the user to precisely point to features of interest and add text. There are many ways this could be used. One instance is like the image above where I have added key questions to an image. This provides more focus than merely presenting a blank image and prompts discussion. Following on from this, I have given learners the blank background image and asked them to annotate theirs by answering the questions. Alternatively, a teacher could present a blank image and ask students to identify the key features and annotate it live, based on students feedback. Although this could have traditionally been done by projecting an image and annotating it using a whiteboard marker, the great thing about Skitch is that all of that great feedback is not lost: it's stored in a clear way which can then be distributed to students as a point of reference."

"See, when we focus on this more timely and frequent feedback to change and adjust our instruction, we are focusing on the teacher side of things. The true beauty and value of more frequent and timely assessments is not just to help guide and drive our instruction, it's to provide frequent and timely feedback for our students so they can take more ownership and control over their learning."