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This NowComment activity focuses on teachers’ feedback to students. First, we build on the Insights about Feedback by identifying characteristics of ineffective feedback and having you annotate feedback samples to identify effective and/or ineffective statements. You will then view and annotate video transcripts of effective feedback, noting which insights about feedback are evident in the clips.
Part 1: Effective Versus Ineffective Feedback
“To be effective, feedback needs to be clear, purposeful, meaningful, and compatible with students’ prior knowledge to provide logical connections. If feedback is directed at the right level, it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learnt. Thus, when feedback is combined with effective instruction in classrooms, it can be very powerful in enhancing learning.”
- John Hattie: Visible Learning, 2009
As John Hattie tells us, effective teacher feedback can have powerful effects on student learning. However, not all feedback students receive is effective. Certain types of feedback lead to negative consequences for students. The table below identifies characteristics of ineffective feedback, as corollary aspects to the Insights about Feedback |
| Insights About Feedback | Ineffective Feedback |
|---|---|
| Feedback that relates student work to the Learning Goals and Success Criteria | Feedback that draws attention to the student rather than the task |
| Feedback that keeps students in the learning zone | Feedback that is too complex or too simple for students to use to continue learning |
| Feedback that takes place during instruction, while learning is underway, and is part of the learning design | Feedback that is shared after the lesson is over or when there is no time scheduled to use the feedback |
| Feedback that students can use | Feedback that is vague and lacks specificity or is aligned to numerous goals |
| Feedback that supports student management about their own learning | Feedback that is comparative and indicates a student’s standing relative to peers |
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Examples of Feedback:
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Part 2: Effective Feedback in the Classroom
In this first of two short video clips, you will return to Ms. Lozano’s classroom, where her fifth graders have just learned about arguments and counterarguments and are now using these structures in their own writing. Ms. Lozano’s instruction occurs within the predictable routine of a “writer’s workshop” setting (Calkins, 1994). Each session of the workshop begins with a mini-lesson focused on argument structure, which is followed by a period in which the students engage in independent writing, using what they learned in the mini-lesson to further their work, and soliciting feedback from peers as their writing develops. 
No paragraph-level conversations.
Start one.
Angie is independently writing when Ms. Lozano comes to sit beside her and engages Angie in a discussion about her work. After you view the video, you will review and respond to the annotated transcript.
Dec 20
Bob Montgomery
Bob Montgomery
:
This will be a video EMBEDDED in the NC doc, not a link.
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| Ms. L: | Ok Angie, what are you working on? |
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| Angie: | I’m working on my final draft, and wanted to make it kind of sentences, and I wanted your feedback. |
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| Ms. L: | Okay. Do we have our Success Criteria here, our checklist? |
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| Angie: | Yes. | |
| Ms. L: | What are you looking at right now, what are you focusing on? Are you focusing on punctuation? Are you focusing on grammar? | |
| Angie: | I’m working on this one (pointing to Success Criteria). |
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| Ms. L: | Oh clarity. So you’re asking yourself if this is going to make sense to somebody who had no idea. So what do you think so far? | |
| Angie: | I don’t know if I should, because I started with two questions and then I ended with a period. And then I started another question. | |
| Ms. L: | I see, so let’s read it and see how that makes sense. | |
| Angie: | It says, “The world has been taken by trash... What are you going to do to save our earth?” | |
| Ms. L: | Ok, let’s go back to your original concern. So you’re concerned about having two questions at the beginning. Well, the question that you have here at the beginning, “I wonder why people don’t pick the trash up?” Well following that up with what, what is this? “People may argue that...” what is that? |
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| Angie: | That’s a counterargument. | |
| Ms. L: | That’s a counterargument. So this question, “I wonder why people don't pick up trash?” | |
| Angie: | Is connected to my counterargument. |
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| Ms.L: | Is connected to your counterargument. So it makes sense. Okay? So what’s the other question that you feel maybe... | |
| Angie: | I was going to put, right here after about 3 billion people don’t care about the earth. I was going to put, I wonder why they don't care. And then I was going to put this one. | |
| Ms. L: | Oh I see. | |
| Angie: | And I wanted to know if that was okay. To put two questions... a question, period, and another question. |
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| Ms. L: | Well I think that “I wonder why they don't care” and “I wonder why people don't pick up trash,” it’s connected. It’s connected. So is there a way that you think maybe you can combine those two into one? So that you don't have two questions back to back? |
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| Angie: | Yeah. | |
| Ms. L: | So can you think about that? Because “I wonder why they don’t care” and “I wonder why people don't pick up trash” | |
| Angie: | Are the same. | |
| Ms. L: | Are connected to each other, so you can definitely think about connecting those two so that it’s one question. But that has those two things; those two components that you wanted to make sure that were in there. |
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| Angie: | Okay. | |
| Ms. L: | Okay, so go ahead and think about how you can do that. |
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In this second video clip, you will see Sarah Brown Wessling, a high school English teacher with a unique strategy for providing feedback for her students. In this segment, you will watch the brief video and annotate the transcript yourselves.
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