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Without it, students may think that being a “good” or “bad” reader is something out of their control. When giving feedback, it should be clear to students how the information they are receiving will help them progress toward their final goal. Specifically, feedback helps to: Create a positive classroom environment. See the two examples below. You also can extend students’ comments by using more precise terminology or including clarifying information. Ask your students the question, “What are you going to do … Build bridges from feedback to revision. Provide three positives for each correction. Implementing Literacy Programs & Initiatives, Effective Vocabulary Instruction After Reading: Frayer Model Module, Small-Group, Skills-Based Instruction Module, Professional Learning and Technical Assistance Services. The ultimate goal of feedback is to provide students with an “I can do this” attitude. The most important element of providing feedback is to be specific.

You might repeat students’ comments by recasting the response to demonstrate complete and accurate grammatical structure and pronunciation. The first rule of feedback reflects the straightforward …

Specific feedback is a critical part of your instruction, even during students’ independent practice opportunities. Students need to know when they have made mistakes because continuing to practice the mistake is not productive. Stress the importance of trying hard (effort). Feedback is any response from a teacher in regard to a student’s performance or behavior. The figure below summarizes the important elements of providing positive and corrective feedback. To tell a student ‘great job’ or ‘this needs work’ is a missed opportunity. Specific learning feedback can change your teaching. When you deliver the correction, be matter-of-fact and not judgmental. Many teachers and family members struggle with how to provide appropriate feedback to students who struggle with reading.

Rather, you want your feedback to tell students exactly what behavior or skills are helping them be successful or exactly what they need to do differently in order to experience reading success.

Use errors as an opportunity for teaching. It can be verbal, written or gestural. The purpose of feedback in the learning process is to improve a student’s performance- definitely not put a damper on it. It is vital that we take into consideration each … Giving the most useful positive and corrective reading feedback will benefit students in the long run. Focus on the most important point that will help the student make progress. Everyone loves to hear they did a great job–and perhaps your student really did nail this latest assignment. Reinforce good use of skills and strategies. Feedback helps to bridge the gap between a student’s abilities and potential. How do you make sure students don’t continue practicing mistakes? In several respects, it is easier for the teacher and the student to receive a simple grade on an assignment. When progress is rewarded, goals are explicit and concrete steps are laid out for improvement, students will be motivated to succeed. Timperley and Hattie note that effective feedback is most often oriented around a specific achievement that students are (or should be) working toward. But the problem with ‘great job’ is this: it’s not specific. However, it is not necessary to correct every error—especially if the students are English learners or have learning disabilities. How do you balance encouragement with correction? Without it, students may think that being a “good” or “bad” reader is something out of their control. Feedback is commentary on the student work, individualized to best accommodate for the needs of each student, personally. Students who struggle are quick to detect cheerful but insincere praise. 4. Even if it is encouraging, it does not help students understand what they should and should not do when reading. The figure below summarizes the important elements of providing positive and corrective feedback. Model the skill or strategy and emphasize how the student can learn these to improve as a reader. A grade is clear. Be sensitive to the individual needs of the student.

Instead, choose one correction for every three positives you identify. Whether you are delivering positive or corrective feedback, capitalize on opportunities to model good uses of language.

Stress the importance of learning and improving. Specific feedback is a critical part of your instruction, even during students’ independent practice opportunities. Link Feedback to Learning Objectives. How many mistakes should be overlooked?

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