types of teacher feedback (written comments oral)

b. All this is important but it’s really your use of … that will really improve your work. We’re going to look at six types of corrective feedback, four types of positive language feedback, and then specific ways you can provide meaningful feedback in oral, written, reading and listening activities. So her target would be to add numbers to her comparisons. A supportive classroom ethos is essential so that pupils feel safe to take risks, for example by giving speculative responses to challenging questions. So we’ve agreed that comparing is good. In that earlier post I speculated on what might be so valuable about these tutorials, such as the frequency of providing and getting peer feedback (giving feedback every week, getting feedback on your own paper every two weeks), the fact that professors are there in the meetings with students to give their comments too and comment on the students’ comments, the fact that students revisit their work in an intensive way after it’s written, that they may feel pressure to make the work better before submitting it because they know they’ll have to present and defend it with their peers, etc. As noted in some earlier posts, one of the things that stands out about Arts One is what we call “tutorials,” which are weekly meetings of four students plus the professor in which all read and comment on each others’ essays (students write approximately one essay every two weeks). I’m most interested in oral feedback for the dialogue aspect–that people would be in the same synchronous space together (whether or not in the same room…could be online) and talking about the feedback. That’s a detailed illustration. d. Is peer feedback without the professor in the room, or commenting on the comments somehow, just as effective as peer feedback with it? After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany, Switzerland and Denmark. So spend a few minutes deciding on two changes you will make to your …. Giving Learners Feedback On Their WritingI was working as a teacher of English for seventeen years in different High Schools in the Basque Country and I think I must start by saying that most teachers I met during those years agreed that they found their writing feedback highly time-consuming and not really effective because students would make the same mistakes once and again. Identify any aspects of your feedback that you would like to improve and record your next steps. Once teaching routinely provides good oral feedback, then it is possible to provide more informative and selective written feedback. and Hedgcock (2005) state, “We cannot simply look at teachers’ written comments or transcripts of their oral feedback as well as students’ revisions and conclude that we know everything we need to know about a particular teacher, student, or class” (p. 189). And that’s the sort of oral feedback I’ve been most interested in, coming both from the professor and from peers. Oral feedback for different purposes In Arts One tutorials, I have in the past just asked students to comment orally on each others’ work, and for the student being evaluated to take notes. Is your feedback mainly positive and specific? Let’s think about what we’ve learned so far. It’s too hard for students to miss something while they’re taking notes on someone else’s comments, and it’s hard to take notes as well as listen carefully at the same time. You didn’t touch the board, your legs were too straight and I can hardly make out your shoulders from your chin. 2. There are four types of constructive feedback: Negative feedback – corrective comments about past behaviour. To increase still further you need to push off from the board and keep your chin well forward. And any research you’ve done that I might be able to view would be great too! The idea of recording oral comments is an interesting one, and I can see the point of having a record to go back to and re-listen to. Of course, in Arts One I’m also in the room while the oral comments are being given and discussed. Thus, peer feedback on essays is an integral part of this course, occurring as a regular part of the course meeting time, every week. Use a tape recorder or video camera to capture two or three episodes involving oral feedback in your classroom. What’s different about this sentence from the one above? Oral and written feedback are closely interrelated and provide opportunities for teachers to identify learners’ strengths and to give clear and constructive advice on which areas need improvement. Explicit correction. So in Arts One, I ask for both oral and written comments. Of course, in Arts One I’m also in the room while the oral comments are being given and discussed. Your long jump was good but you should touch the board and keep your chin forward. Yes, what you’re talking about is called …. We’re lucky in the Univ. It would, of course, be interesting to do a study to learn more. Then questions can be asked and answered, comments given on both sides, in the moment, rather than students perhaps having questions and comments and then forgetting them later, or deciding not to ask the prof (this could happen for various possible reasons). Could you let me know what paper that is? The feedback is the key to the formative assessment. One thing I didn’t consider before, but am thinking about more now, is whether the fact that the feedback is done mostly, if not exclusively, orally and synchronously (and face-to-face) rather than through writing and asynchronously, makes a difference. In my experience with such synchronous sessions, I find that my final comments on essays become different after talking to students directly about their work. I’m not sure I talked about a paper by Rice…doesn’t sound familiar! We’re making quite a lot of headway here … does anyone have an even better sentence? So is using numbers not better than comparing two places? These discussions could help both the student giving and the student receiving comments. What limitations does the teaching style offer? Thank you for your comment–I hadn’t heard of this research at all. !function(d,s,id){var js,fjs=d.getElementsByTagName(s)[0],p=/^http:/.test(d.location)? I’ll review some SoTL literature that addresses some of these questions…, Literature on written and oral peer feedback, Literature on written and oral peer feedback | You're the Teacher, Creative Commons Attribution 4.0 International License, Some things I’m learning about accessibility & open textbooks, Intro to Philosophy open textbook series featured in Rebus Community Reports, Philosophy for children/Pre-college philosophy, political role of philosophy and philosophers, two badges I earned from the Open University here. It is good to see how they are progressing in their learning. You may be in the team next term. Hence the idea of presenting the feedback orally but capturing it so that students could return to the original comments. Is that just as effective as the face-to-face giving and discussing of feedback by peers? e. Do the answers to these questions change with the kind of assignment being peer reviewed, the year/level of the students, the type of course, or something else? Be sensitive to the individual needs of the student. Let’s just pull that … that’s really important … thank you. a. It would facilitate having a record to refer to for future assignments. Your long jump was a disaster. As noted in some earlier posts, one of the things that stands out about Arts One is what we call “tutorials,” which are weekly meetings of four students plus the professor in which all read and comment on each others’ essays (students write approximately one essay every two weeks). The perceived drawback with oral delivery, however, was that students’ remembrance of the comments seemed to shift the longer the time period from delivery and the number of times the student had thought about the comments. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world. Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. If there were an easy way to annotate such recordings so students could go right to certain parts, that’d be perfect! What other types of teaching methods could be used? I’m wondering if some of the aspects of your questions – the impact of oral feedback but the drawback of it’s ephemeral nature – intersects with an approach I’ve used with instructors and in my own teaching for the past few years – providing recorded oral feedback. acknowledge what pupils have learned and encourage them to reflect on and extend their learning still further; recognise that pupils need time to reflect on their learning; encourage pupils to pose further questions to clarify or further develop their own or each other’s thinking; Your long jump was poor. Which would be the best way to …? A teacher has the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Focuses on behaviour that wasn’t successful and shouldn’t be repeated. Abstract. Sometimes I just ask students to give written comments on essays, sometimes just oral in a class meeting, and sometimes both.

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