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mmekraus

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 3 views

  • Expert coaches uniformly avoid overloading performers with too much or too technical information. They tell the performers one important thing they noticed that, if changed, will likely yield immediate and noticeable improvement ("I was confused about who was talking in the dialogue you wrote in this paragraph"). They don't offer advice until they make sure the performer understands the importance of what they saw.
  • I say "in most cases" to allow for situations like playing a piano piece in a recital. I don't want my teacher or the audience barking out feedback as I perform. That's why it is more precise to say that good feedback is "timely" rather than "immediate."
    • Melissa Jolicoeur
       
      Interesting thoughts about the nature and speed of feedback. Connecting the ideas of coaching and learning new skills to in classroom learning.
    • Melissa Jolicoeur
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
    • Melissa Jolicoeur
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
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  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice,
  • eedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation
  • Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning
  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement
  • Whether feedback is just there to be grasped or is provided by another person,
  • Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • feedback is information about how we are doing in our efforts to reach a goal.
  • by teaching less and providing more feedback, we can produce greater learning
  • The most ubiquitous form of evaluation, grading, is so much a part of the school landscape that we easily overlook its utter uselessness as actionable feedback.
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    Learning from coaching and learning in other situations to giving feedback in classrooms.
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    How to effectively feedback to students
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    Great article to see the value of formative assessment and feedback
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    Useful for all teachers!
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    Worth checking out. Worth buying the journal.
garth nichols

4 Ways to Become a Better Learner - 0 views

  • What is Learning Agility? Learning agility is the capacity for rapid, continuous learning from experience. Agile learners are good at making connections across experiences, and they’re able to let go of perspectives or approaches that are no longer useful — in other words, they can unlearn things when novel solutions are required. People with this mindset tend to be oriented toward learning goals and open to new experiences. They experiment, seek feedback, and reflect systematically.
  • How Do You Develop Learning Agility? Since developing learning agility involves learning to recognize and change automatic routines, the aid of a coach can be invaluable. Coaching, which Peterson calls “the ultimate customized learning solution,” helps clients understand how their minds work and how to make them work better. But even if you’re not working with a coach, there are steps you can take on your own to enhance your learning agility. Ask for feedback. Think of one or more people who interacted with you or observed your performance on a given task.
  • Experiment with new approaches or behaviors. To identify new behaviors for testing, Peterson recommends reflecting on a challenge you’re facing and asking yourself questions such as “What’s one thing I could do to change the outcome of the situation?” and “What will I do differently in the future?”
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  • Look for connections across seemingly unrelated areas. For example, Peterson has systematically applied principles he’s used to learn about wine to the domain of leadership development
  • Make time for reflection. A growing body of research shows that systematically reflecting on work experiences boosts learning significantly. To ensure continuous progress, get into the habit of asking yourself questions like “What have I learned from this experience?” and “What turned out differently than I expected?”
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