Tag Archives: Feedback

When is Feedback Most Useful?


In Dynamic Teaching for Deeper Reading: Shifting to a Problem-Based Approach, the new book by Vicki Vinton, she writes: 

"Feedback has long been seen as a powerful form of teaching, though increasingly researchers are recognizing that certain types of feedback are more effective than others. It turns out, for instance, that grades and written comments on student assignments, which are the most common type of feedback, are the least effective. That's because, as Dylan Wiliam writes in Embedded Formative Assessment, " in such situations, feedback is rather like the scene in the rearview mirror rather than through the windshield. Or as Douglad Reeves once memorably observed, it's like the difference between having a medical [checkup] and a postmortem.""

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Michael Pershan: Beyond “Better-Luck-Next-Time” Feedback


By Michael Pershan

When I was a student, almost all the written feedback I got in math class came on tests. The main purpose of these notes was to justify a grade. This was frustrating to me and ever since I became a math teacher, I’ve wanted to give feedback of a different sort. Rather than reporting to my students what they did or didn’t understand, I wanted my feedback help them come to understand it on their own. Two years ago, I realized that, despite my best efforts, I was falling short of this standard. Since then, I’ve been searching for better ways to use comments to help learning along.

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The Heinemann Fellows: Michael Pershan on a Year of Feedback


Michael Pershan is a Heinemann Fellow with the 2014–2016 class, and has been an educator for five years. In today's post, Michael updates us on his continuing research project: Is written feedback or oral feedback more beneficial for fostering geometric thinking in high school students?

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How Prompting Helps Students Learn Strategies

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Jennifer Serravallo's The Reading Strategies Book is out now. In this video, Jen discusses how teachers can guide the practice when students learn new strategies.

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