1:40 - 3:00 introduction to growth providing feedback presenter: karen brooks & barbara tischler...
TRANSCRIPT
1:40 - 3:00 Introduction to Growth Providing Feedback
Presenter: Karen Brooks & Barbara Tischler Hastie
Audience: Jr High Faculty
What is Feedback?
Comment Sentence Frames
Comment Sentence Frames
Comment Sentence Frames
Culture Day Form 1:40-2:45
Specific, descriptive growth providing feedback is
necessary for improvement and student success.
Turn and Talk
What does Growth Producing Feedback mean or look like to you in your classroom?
Growth Providing Feedback
In Leading the Learning, Paula Rutherford suggests that there are seven areas of consideration when preparing to provide growth producing feedback.
1. The provision of feedback is predicated on the fact that there is something that is expected to change. Try to frame the change in terms of helping students to learn and be better prepared for a changing world.
2. Adult learning (andragogy) is not the same as how students learn (pedagogy). While there are many similarities, there are some differences that are important to keep in mind. Remember the principles when preparing to provide group or individual feedback.
3. Different people process information in different ways. In advance of interactions, think about the teacher or audience and try to provide feedback that is most in tune with how the receiver processes information.
4. Employ good communication skills to convey interest and caring.
5. Consider where the receiver of feedback is with regard to the subject of the feedback. Is the receiver wanting to be told what to do, affirmed, or seeking ideas and suggestions?
6. Think about whether attitude, skills, or knowledge is the outcome of the desired change. Sometimes a lack of skills or knowledge on a teachers part comes across as an undesirable attitude.
7. There are many different approaches to conferences, coaching, and discussions, but the different approaches of Glickman, Gordon, and Russ-Gordon; Hunter; Hershey and Blanchard; Costa and Garmston; Wellman and Lipton; and Blase and Blase have many elements in common. Rutherford boils this to a continuum between consultation, collaboration, and coaching.
It is NOT the Nail!https://www.youtube.com/watch?v=-4EDhdAHrOg
Perceptions and Feedback
Jelly and Fluff
Explicit Direct Instruction Activity
Listen to the Story
Misinterpretations are often caused by how our biases or expectations affect what we see and hear.
Closing - Do you Speak English?https://www.youtube.com/watch?v=rxUm-2x-2dM
