Feedback is a method used to improve student achievement. The
teacher provides feedback to students to reinforce expectations and correct
student errors during lessons. Feedback is often cited as the most powerful
tool available for improving student performance. This claim is supported by
more than seven analyses.
Classroom teachers use corrective feedback as an instructional
technique every day. Feedback may be as simple as praise, repeating assignments
the next day, correcting student misconceptions on the spot, or as an element
of active student response.
Other effective strategies rely on peer review or self-evaluation
to increase feedback. For best results, feedback must meet four basic
conditions:
·
Feedback must be objective, reliable, measurable, and specific.
·
Feedback should provide information about what was done well, what
needs improvement, and how to improve.
·
Feedback should be frequent and immediate after the performance.
·
Feedback is specific to performance, not personality traits.
The Most Famous Examples of Feedback
Feedback can be used in many ways such as:
Ø Correct Answer Feedback:
The teacher provides the student with the correct answer. Multiple
studies have shown that providing the entire word is more effective than
phonetic emphasis in reducing errors.
Ø Paraphrasing:
Without directly indicating that a student's statement was
incorrect, the teacher implicitly rephrases the student's error or offers a
correction.
Ø Explanation:
The teacher explains in detail and clarifies each point so that the
student can reach the correct result.
Ø Repetition:
The teacher repeats the student's mistake and adjusts the
expression to draw the student's attention to it.
The Importance of Feedback
Following feedback leads to many benefits for the student,
including:
ü Makes the student less defensive: A student is more likely to receive feedback as a means of help
from a teacher, rather than criticism.
ü Gives the student behavior that he focuses on: This type of feedback makes the student present more options on
how to correct his skills, and he can focus on his alternative behavior instead
of focusing on others.
ü Relying on the solution: Feedback focuses on the solution, not the individual. It focuses
on what the child can do, not what he should have done.
ü The desired result is likely to be produced without problems: When the child begins to try the steps received from the teacher's
feedback, it is a belief in the teacher's effort as well, which when the
modified behavior meets his needs will continue with this behavior afterward,
resulting in a solution to the problem.
Tips When Using Feedback
ü Comments must be educational
Providing feedback means giving students an explanation of what
they are doing correctly and incorrectly, however, the focus of the feedback
should be primarily based on what students are doing correctly, and it is most
beneficial to student learning when they are provided with an explanation and
example of what is accurate and inaccurate in their work.
ü Feedback should be provided promptly
When feedback is given immediately after evidence of learning has
been shown, the student responds positively and recalls the experience of what
was learned confidently. If too long is waited to provide feedback, the moment
is lost and the student may not connect the feedback to the action.
ü Be sensitive to the student's individual needs
We must take into account each student when providing feedback.
Classrooms are full of diverse learners. Some students need to be motivated to
achieve at a higher level and others need to be handled very gently so as not
to discourage learning and damage self-esteem. It is necessary to strike a
balance between. Not wanting to hurt the student's feelings and providing
appropriate encouragement.
ü Talk to the child individually
Talking to the student one-on-one is one of the most effective ways
to provide feedback. The student will be looking to attract attention and
provide the opportunity to ask necessary questions. The scope of the one-on-one
talk should be generally upbeat, as this will encourage the student to look
forward to the next meeting. As with all aspects of teaching, this strategy
requires good time management, and interviews can be scheduled to be no longer
than 10 minutes.
ü Focus on one ability or skill
Feedback has a much greater impact on the student when one skill is
critiqued versus many skills.
ü Educate students on how to provide feedback to each
other
To train students to give constructive feedback to each other
positively and helpfully, encourage students to use sticky notes to record
feedback given.
ü Have the student take notes?
Have the student write while speaking, and the student can use a
notebook to take notes while giving oral feedback.
ü Use a notebook to track student progress
Notes for each student should be kept in a small notebook. Comments
can be written daily or weekly about each student as necessary.
Good student questions, behavior issues, areas for improvement, and
test scores must also be tracked. This requires a lot of time management, but
when it comes time to talk to a student or parent, the teacher is prepared.
ü Use sticky notes
Sometimes seeing a written comment is more effective than just
hearing it out loud. During study time, you can try writing the comments on a
small piece of paper, and place the note on the desk of the student for whom
the feedback is to be made.
ü Student note
An effort should be made to observe the student's behavior or
effort on a task. For example, the teacher might say to the student: I noticed
that when you regrouped correctly in the hundreds column, you understood the
question correctly, or I noticed that you arrived on time for class this entire
week, and recognized Students and the efforts they put in go a long way to
positively impact academic performance.
ü Provide a model or example for the student to follow
The teacher can communicate with students for evaluation and
comments and can explain to students what is meant by giving them an example of
this thing. This is especially important at higher levels of learning.
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