Skip to main content

Home/ UNIETD/ Group items tagged get

Rss Feed Group items tagged

Kim McCoy-Parker

Feedback for Learning:Seven Keys to Effective Feedback - 1 views

  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
  • Basically, feedback is information about how we are doing in our efforts to reach a goal.
  • Effective coaches also know that in complex performance situations, actionable feedback about what went right is as important as feedback about what didn't work.
  • ...17 more annotations...
  • Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions.
  • Information becomes feedback if, and only if, I am trying to cause something and the information tells me whether I am on track or need to change course.
  • Any useful feedback system involves not only a clear goal, but also tangible results related to the goal.
  • in addition to feedback from coaches or other able observers, video or audio recordings can help us perceive things that we may not perceive as we perform; and by extension, such recordings help us learn to look for difficult-to-perceive but vital information. I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher. Concepts that had been crystal clear to me when I was teaching seemed opaque and downright confusing on tape—captured also in the many quizzical looks of my students, which I had missed in the moment.
  • Effective feedback is concrete, specific, and useful; it provides actionable information
  • To be useful, feedback must be consistent. Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances. By extension, if we want student-to-student feedback to be more helpful, students have to be trained to be consistent the same way we train teachers, using the same exemplars and rubrics
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • A great problem in education, however, is untimely feedback. Vital feedback on key performances often comes days, weeks, or even months after the performance—think of writing and handing in papers or getting back results on standardized tests. As educators, we should work overtime to figure out ways to ensure that students get more timely feedback and opportunities to use it while the attempt and effects are still fresh in their minds.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • What makes any assessment in education formative is not merely that it precedes summative assessments, but that the performer has opportunities, if results are less than optimal, to reshape the performance to better achieve the goal. In summative assessment, the feedback comes too late; the performance is over.
  • performers are often judged on their ability to adjust in light of feedback. The ability to quickly adapt one's performance is a mark of all great achievers and problem solvers in a wide array of fields. Or, as many little league coaches say, "The problem is not making errors; you will all miss many balls in the field, and that's part of learning. The problem is when you don't learn from the errors."
  • In most cases, the sooner I get feedback, the better.
  • The ability to improve one's result depends on the ability to adjust one's pace in light of ongoing feedback that measures performance against a concrete, long-term goal. But this isn't what most school district "pacing guides" and grades on "formative" tests tell you. They yield a grade against recent objectives taught, not useful feedback against the final performance standards. Instead of informing teachers and students at an interim date whether they are on track to achieve a desired level of student performance by the end of the school year, the guide and the test grade just provide a schedule for the teacher to follow in delivering content and a grade on that content. It's as if at the end of the first lap of the mile race, My daughter's coach simply yelled out, "B+ on that lap!"
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • "no time to give and use feedback" actually means "no time to cause learning."
  • research shows that less teaching plus more feedback is the key to achieving greater learning. And there are numerous ways—through technology, peers, and other teachers—that students can get the feedback they need.
puzznbuzzus

Is English Language So Popular because of the USA? - 0 views

Americans might tend to inflate the influence of the United States in the history of the spread of English. Before the World Wars, particularly WWII, the US was a bit player on the world stage. The...

english quiz online

started by puzznbuzzus on 17 Feb 17 no follow-up yet
Annie Stevens

Burlington New Teachers Blog: Getting To Know Your New Class - Here Are 36 Ideas For You - 0 views

  •  
    Get to know your class activities
Haley Ross

Dinosaurs! Teacher's Guide | Scholastic.com - 0 views

  • Build-a-Dinosaur! (Grades K-2) Students familiarize themselves with dinosaur anatomy by taking part in an interactive dinosaur-assembly game. Students learn dinosaur facts and create six different types of dinosaurs from their component parts: head, body, tail, and legs. They can also create an imaginary dinosaur of their own.
    • Haley Ross
       
      I enjoyed this activity because it gets you thinking about the different parts on dinosaurs and why they might have those adaptations.
  •  
    A fun and engaging site to get kids learning about dinosaurs. Even includes grade levels by activities.
lizr10

Free brain breaks for your classroom - GoNoodle - 0 views

  •  
    Silly ways to get kids to unwind during class (K-2). Hehehe! :) Thanks Lucy G & Magda!
  •  
    This is a great website for doing brain breaks in your classroom. Brain breaks will get your students off their feet and excited about learning.
livlivacri

Schoology: an award winning education solution - 0 views

  •  
    Schoology is a great resource for teachers to get involved and build connections to collaborate with peers.
  •  
    Schoology is a great resource for teachers to get involved and build connections to collaborate with peers.
Caleb Baruth

BrainPop - 0 views

  •  
    Great resource to get games and activities for upper elementary, and middle school students.
Jason Milke

Turnitin : Leading Plagiarism Checker, Online Grading and Peer Review - 3 views

  •  
    Get tool for teachers to use while grading papers!
puzznbuzzus

Some Interesting Health Facts You Must Know. - 0 views

1. When you are looking at someone you love, your pupils dilate, and they do the same when you are looking at someone you hate. 2. The human head is one-quarter of our total length at birth but on...

health quiz facts

started by puzznbuzzus on 15 Feb 17 no follow-up yet
Nelson Rokke

Citing clip art : It's a professional issue first, and a legal issue second - 2 views

  • There seems to be some confusion in several places on the net about whether you have to “cite” (the way some students say acknowledge) clip art or not in a paper. This question has arisen because the writer cannot find a rule in their style guide about it, or because they see many others using clip art without noting the source.
  •  
    There seems to be some confusion in several places on the net about whether you have to "cite" (the way some students say acknowledge) clip art or not in a paper. This question has arisen because the writer cannot find a rule in their style guide about it, or because they see many others using clip art without noting the source....They might be getting the legal issue of having permission to copy confused with the professional issue of referencing.
Morgan Kuennen

10 Resources to Promote Personalized Learning - Getting Smart by Tom Vander Ark - #blen... - 0 views

  •  
    A couple people called last week looking for advice for state and district leaders on personalized learning. Here's a recap of our conversations.
Carrie Caffrey

11 Tips for Social Networking Safety « - 0 views

  •  
    This blog has 11 tips to keep you safe when using a form of social media. It includes tips about what to post (and not post), as well as tips on how to deal with links so your personal information doesn't get into the wrong persons hands.
Magda Galloway

Seth's Blog: Talker's block - 1 views

  •  
    We talk poorly and then, eventually (or sometimes), we talk smart. We get better at talking precisely because we talk. Writer's block isn't hard to cure.Just write poorly. Continue to write poorly, in public, until you can write better.
Robin Galloway

The iPad 2 and Apple TV … Ed Tech Industry Killer? | EdReach - 0 views

  •  
    What would you rather get for your classroom, an iPad 2 and Apple TV or an Interactive Whiteboard?
Morgan Malskeit

A Platform for Good - 0 views

  • Fight Cyberbullying with Dialogue and Technology The best way to fight cyberbullying is with dialogue and education. When that fails, use technology to fight online abuse. Learn about two apps designed to curb online bullying.
  •  
    A Platform for Good is an initiative of the Family Online Safety Institute that seeks to help parents raising children in a digital world.
  •  
    It has blogs, a resource center, and a way to interact with people, so you know your not the only one getting bullied.
lizr10

Welcome to Twitter - Login or Sign up - 0 views

shared by lizr10 on 16 Oct 14 - No Cached
  •  
    Great way to see what people are talking about. Good way to get information for you to use in your classroom
lizr10

Pinterest - 0 views

  •  
    Pinterest is a good way to get ideas for lesson plans that you can use in your classroom.
studern

NEA - Pinterest: Get Ideas for your Classroom - 0 views

shared by studern on 16 Nov 14 - No Cached
    • studern
       
      The attractiveness would be great for visual learners!
  • Think of Pinterest as an online bulletin board.
  • Boards can have any theme. Some common boards that educators on Pinterst have are “Back to School Ideas,” “Classroom Decoration Ideas,” and “Craft Time Activities.”
  • ...1 more annotation...
    • studern
       
      I think the best way to use Pinterest is to get your own ideas, and then share them with other teachers.
1 - 20 of 44 Next › Last »
Showing 20 items per page