Improving Student Learning through Constructive Feedback

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A problem that has impacted my effectiveness as a teacher is consistently giving students meaningful feedback. I see myself and other teachers struggle to give students regular and constructive feedback. Often times when I have time to give students feedback it is a simple “good job!”, “Way to go!”, “You Rocked it!”. This may encourage the student, but it does not help the student learn or show them what they need to improve on. Constructive feedback is giving students a clear picture of what they need to improve on to move forward. This problem was recently brought to my attention in one of my classes at Jewell. I took my first graduate level class all about tracking student progress, providing students with meaningful feedback, and students tracking their own growth. This class served as reminder to keep up with good practices even when I feel like I’m out of time or overwhelmed. I learned that research suggests that providing students with constructive feedback will help students learn. I also learned the importance of students tracking their own growth and taking ownership of their learning progress. As a result of my graduate class I came up with a plan for students to track their own learning and growth. During the year students tracked their score on a 1-4 scale suggested by Marzano. One represents: even with help I am not getting it. Two represents: I am starting to get it with help, but need practice. Three represents: I get it and I can show you! Four Represents: I understand and can apply it! (I can teach others). Students tracked these scores in their data tracking folders. After regularly expecting students track their progress I continue to struggle to give students constructive feedback. Teachers should be able to... ... middle of paper ... ...e type of feedback I give, how often I give feedback, and what the feedback I give my students consists of. This is something I am motivated to work on. I saw how positively my students responded to tracking their own data and I know that if I can add another form to feedback to their routine they will benefit greatly. I’m wondering what type of feedback will be the most effective. Will written or oral feedback be the most powerful? I can measure how effective my feedback is by the recording the number of students that have mastered a specific math concept after receiving oral feedback then again after receiving written feedback. To master a concept students would need to receive a three or a four on multiple formative assessments over the same concept. I believe the problem I have identified can be solved with consistent written and oral feedback in my classroom.

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