#ALedchat is a weekly chat on Twitter about education topics. It is held each Monday from 9-10pmCST. While the discussion on #ALedchat continues on Twitter well beyond our weekly one-hour chat session, this platform affords us the opportunity to extend, expand and share the conversation with an even greater audience. Educators from across the state of Alabama, and the world, can come here to find encouragement, support, resources, professional growth opportunities and advice, while providing the same to their colleagues.
My name is Jackie Flowers, Florence City Schools, Director of Instruction & Professional Learning @Florencek12#FCSLearn. I am one of the co-moderators of #ALEdChat.
Corey, Director of District Partnerships with @BrightBytes where we aim on improving the way the world learns, which resonated with me as a former educator and district admin...joining tonight from my home in St. Petersburg, FL #TampaBay#aledchat
My name is Jackie Flowers, Florence City Schools, Director of Instruction & Professional Learning @Florencek12#FCSLearn. I am one of the co-moderators of #ALEdChat.
Corey, Director of District Partnerships with @BrightBytes where we aim on improving the way the world learns, which resonated with me as a former educator and district admin...joining tonight from my home in St. Petersburg, FL #TampaBay#aledchat
Corey, Director of District Partnerships with @BrightBytes where we aim on improving the way the world learns, which resonated with me as a former educator and district admin...joining tonight from my home in St. Petersburg, FL #TampaBay#aledchat
Feedback is a research based lesson delivery technique that has proven to enhance student achievement. John Hattie states, “The most powerful single modification that enhances achievement is feedback.” #aledchat
A1: Feedback is giving information in way that provides another with valuable insight into their actions, decisions, planning and preparation, execution, etc. AND feedback is invaluable to the growth and noble pursuit of another's ability. #aledchat
Feedback is a research based lesson delivery technique that has proven to enhance student achievement. John Hattie states, “The most powerful single modification that enhances achievement is feedback.” #aledchat
Feedback is a research based lesson delivery technique that has proven to enhance student achievement. John Hattie states, “The most powerful single modification that enhances achievement is feedback.” #aledchat
A1: Collecting data, asking the right question that leads to that person getting better at what they do by incorporating personal reflection and desired actions. #ALEdChat
A2: For FB to be productive, it should be tied to a goal. If not, it's really just a comment or compliment. FB should be specific and provide for growth. #ALedchat
A2: Feedback without a goal in mind can lead to confusion or frustration. It becomes just an opinion. When based on goals, it is more meaningful and specific, less subjective. #ALedchat
A2: Gives the other person a target that he or she can try to meet to achieve a level of improvement. Otherwise, how will they know if they are improving or reaching the level of success they should? #ALedchat
A2: Goals give us tangible and measurable data that help road map and plan for a desired result. The power comes when the person receiving the feedback can reflect and do their own goal- setting with the information provided. #aledchat
A2: FB that is not tied to a goal is simply a wish or a dream that is not associated with a plan for improvement=less likely to improve practices/student outcomes. #ALEdChat
Feedback is a research based lesson delivery technique that has proven to enhance student achievement. John Hattie states, “The most powerful single modification that enhances achievement is feedback.” #aledchat
Feedback should be contingent. Deliver the positive feedback only when the student exhibits the target behavior or responds correctly. Keep in mind the present student performance as well as his or her past performance. #aledchat
A3: We are the author of our words. We understand exactly what we mean. Does everyone? For FB to have a positive impact, it is important to make sure our message is clear. #ALedchat
A3: I like to comment specifically on what I see using a lesson plan or activity guide. Rubrics are often very helpful. We use rubrics for instructional rounds and have a focus we are looking for that helps provide solid feedback. #ALedchat
A3) when it’s documented it’s tangible, and more to the point when I taught 8th grade even I made several stamps with feedback on them and this seemed to increase motivation when combined with my specific feedback notated on their papers #aledchat
A3: Students should be involved in goal setting. They should have voice and Choice. Also, allow students to monitor their own goals and learning. Make goals public for the learning community #ALedchat
A3: Make sure that you don’t ask your teachers to do anything you wouldn’t do yourself. That way, when you give feedback, they know that the standard applies to you too. #ALedchat
A3: We are the author of our words. We understand exactly what we mean. Does everyone? For FB to have a positive impact, it is important to make sure our message is clear. #ALedchat
A3: If we are focused on the relationship, desire the best for those around us, listen carefully, communicate with care and compassion.... transparency will be necessary. Tangible feedback refers back to goal setting. #aledchat
A3: That is why FB has to be specific and authentic...then it is both tangible and transparent. Can’t kid a kid (or a teacher) w/generic FB. Meaningless. Then all your comments become meaningless. #ALEdchat
Positive feedback should be accurate. Giving positive feedback for responses that fall short of the mark will cause the feedback to be worth much less to the student. Honesty is the best policy. Accuracy matters. #aledchat
A3 Clarity is key. Ask questions and ensure mutual understanding occurs. Sometimes redundancy is necessary. Follow up on action steps to ensure progress is made. #ALedchat
A3: when we accept feedback as leaders from others it’s much easier for others to accept it. That’s one of the main ways to be transparent. It’s a give and take relationship. Nobody is perfect. #aledchat
To this point think about how we feel with generic feedback,I know when I was a district admin I ignored every canned follow up email sent from a vendor immediately after we concluded a demo as this was meaningless in relation to any questions or comments I may have had #aledchat
A3: That is why FB has to be specific and authentic...then it is both tangible and transparent. Can’t kid a kid (or a teacher) w/generic FB. Meaningless. Then all your comments become meaningless. #ALEdchat
A4: To encourage growth, FB must address the previous action and provide direction in future actions. Doesn't matter if it needs work if you don't tell them how to make it better. They didn't purposefully miss the goal! #aledchat
Thank you for the compliment but no Goat here. Just trying to get better everyday. We are all gifted in our own way. I have learned and grew much from this community. Service Spirit is what I was gifted with. All of #ALedchAt has 1. #WalkInYourGift#BeRealAndNotFakeAboutUrGift
A4: I think@we have to be specific and honest. I would rather have authentic FB than someone just sugar coat or over-inflate the FB. Tell me what you think and give suggestions on how to grow. #ALedchat
A4: We shouldn't underestimate the power of encouragement and praise when necessary, BUT to efficiently grow, feedback must be specific, goal-oriented, objective, and clearly communicated. #aledchat
A4: Being more specific with feedback. Explain why what they did was awesome, so they can replicate it in the future. Explain to them why they need to improve, and help them understand how they can improve. Feedback without explanation does not help anyone. #ALedchat
Feedback should be specific. Tell the student exactly what it is that they are doing correctly. Avoid generalization. Being specific is a must. #aledchat
"Actionable" is a great word to describe good feedback.
I believe it's a quote from Dylan Willam: "Feedback should be more work for the recipient than the donor." #aledchat
Good feedback: 1) Share only what you can observe. 2) Talk about learning behaviors (not grades) and 3) give actionable recommendations students can follow through on. #aledchat
A1) my obligatory weekly @BrightBytes plug here but I only add when it’s helpful and relative to discussion, what differentiates is from others is that we don’t just provide #data but also provide actions to be taken in form of #insights, T’s & S’s need specific FB too #aledchat
A4 It not only takes honesty to give effective feedback. It takes courage and it takes discipline. When we truly love kids and care for adults, honest feedback will no longer be a problem. #ALedchat
The best feedback is self reflection. I can facilitate the process by asking probing questions. At the end of the day, we all know how effective we were. #ALedchat
Feedback should be specific. Tell the student exactly what it is that they are doing correctly. Avoid generalization. Being specific is a must. #aledchat
"Actionable" is a great word to describe good feedback.
I believe it's a quote from Dylan Willam: "Feedback should be more work for the recipient than the donor." #aledchat
Good questions, Laura. I've found that scripting out my feedback in advance (maybe even running it by a trusted colleague) can help to ensure that I'm as precise as possible. #aledchat
A4: Model!! Eliminate the generic/trite words and phrases (I keep a list Ss can’t use when we critique). And I do the same when I critique them. #ALEdchat
The best feedback is self reflection. I can facilitate the process by asking probing questions. At the end of the day, we all know how effective we were. #ALedchat
A5: If we truly think about our work & are reflective- feedback is probably going to be closely related to what we already know and see for ourselves. #ALedchat
A5: If you’re not speaking to them in terms that they can understand, you’re not helping them. Feedback is given to people for their benefit, so it should be tailored to best help them. #ALedchat
A1: Jumping in late but feedback is authentic response built on mutual trust. Students listen and react to those they trust have their best interest at heart. #aledchat
A4 It not only takes honesty to give effective feedback. It takes courage and it takes discipline. When we truly love kids and care for adults, honest feedback will no longer be a problem. #ALedchat
Keep feedback user friendly by using a quiet voice, being businesslike, and avoiding pausing after praising. Remember, some students are embarrassed by it and possibly even ridiculed by peers because of it. #aledchat
A6: Time is of the essence! FB should be as timely as possible for the greatest benefit. Minutes matter, and we want our students to have every opportunity to reach their goals. #minutesmatter#aledchat
Sometimes we give it but we don’t realize that the recipient can’t use it. It’s incumbent upon the giver not only to give it but to guide the recipient in the use of it. We model in athletic coaching all the time. be real, your best GB givers are also@your best coaches #ALedchat
A6: It’s not effective if it’s not timely. They will have forgotten what they did if they are not given feedback immediately, so they won’t remember what they are learning about. #ALedchat
A5 That would be like giving me directions in a foreign language. If it’s not in a language that I (the learner) can understand it does me no good. Feedback should focus on the learner and no one else. #ALedchat
A6 Courage and confidence and caring. You have to be all of those to intervene in the moment or to be strong enough to wait and intervene when no one is looking. #ALedchat
Q6: Timely FB allows learners to make the adjustments quickly while it's at the front of their mmind. Tip: immediately stop and process what you see/saw and avoiding moving to another task until you have written out the FB. #ALEdChat
A6- timely feedback is essential. Without timely feedback learners can’t apply what they learn from the FB and make corrections bc the focus has now moved on to something else’s #ALEdchat
Timing is everything. You have to know who before when to give feedback. Sometimes the person is too hard on themselves. The most important space is the gap between stimulus and response. #ALedchat
A6: The best feedback is often part of an ongoing conversation rather than a series of one-off episodes. As a former principal, I often provided on the spot feedback in classrooms, and continued the conversations beyond the moment. #aledchat
A5: Useless if not user-friendly. The FB is not for the giver. No amount of boxes checked for having covered something matters if nothing is accessible to the receiver. #ALEdchat
A6: Timely feedback is critical. Timing is everything. Allowing students to consistently assess their knowledge and understanding of LTs. Conferencing regularly with students. You make time for what you care about #ALedchat
A7: FB can't be a one and done. Once FB is given, students need the opportunity to apply and grow. We can't assume they did though. We have to continue to assess and provide FB until they reach their goals. #ALedchat
Feedback is Corrective or Positive: Tell the student what they are doing correctly(Positive) and what they are doing incorrectly(Corrective), and allow them to continue working until they get it right. Use your corrections to lead the student to the correct response. #aledchat
Ongoing feedback is necessary to facilitate ongoing learning. As soon as you are willing to give up on a student's hope for growth, stop giving feedback. Translation: NEVER stop giving feedback. #aledchat
*sheepishly reducing everything in education to the obvious: relationships.
If there is no relationship, there is no safety in being honest even if it is difficult to hear. (Actors beg for authentic FB when they trust their director.)
Ongoing Feedback = Opportunities to Respond then Feedback... Opportunities to Respond then Feedback... Opportunities to Respond then Feedback... Opportunities to Respond then Feedback... Opportunities to Respond then Feedback... Opportunities to Respond then Feedback...#aledchat
*sheepishly reducing everything in education to the obvious: relationships.
If there is no relationship, there is no safety in being honest even if it is difficult to hear. (Actors beg for authentic FB when they trust their director.)
FA: Assessment and FB assist students in developing action steps for reach their goals. It can provide a visual (or a map) to where one is on the path to their goals. #ALedchat
A5: I learned quickly with my theatre Ss that immediate FB is most effective and almost exclusively what we do. Perform, critique, repeat. I know not everyone feels the freedom to do that in other courses, but it is the best path to growth for an actor...and a human. #ALEdchat
Timing is important, but so is the presentation. I always told my teachers that feedback is a "gift" and that I would always offer it to them in this spirit. #aledchat
Probably the most important long term impact of good feedback is that it encourages students to seek more feedback as they move beyond your class. This is more important that whatever content you are teaching. #aledchat
A7: Our entire school culture is focused on growth. For my classroom and in my school, feedback is both the water that nourishes growth, as well as the weedkiller. FB is constant and always learner-focused. #aledchat
FA- good feedback shows you where you are and where you can go just by making a few changes. So - FB is, in essence, a map of where you have been, where you are, and where you going - and really good and specific FB can even tell you how to get there. #aledchat
