Learn how to deliver structured, specific, and actionable feedback to your students. Understand how to design criteria for observing and collecting evidence, write positive feedback, write feedback for improvement, and when to provide feedback to your students via formal or informal conferencing methods.
Student feedback is a specific written or verbal response to a student's academic or behavioral performance, helping them recognize what they did well and what needs improvement. In this course, you will learn a specific, structured method for giving feedback to students that can help improve student performance while praising their strengths.
This course will guide you in completing a full feedback plan for your students, starting with identifying specific behaviors for the student to focus on, praising strengths, and offering constructive and actionable feedback for a specific area of improvement. You will be aided in providing this feedback to students in the future using 23 templates and samples ready to be implemented into the classroom.
Requirements:
Hardware Requirements:
- This course can be taken on either a PC, Mac, or Chromebook.
Software Requirements:
- PC: Windows 10 or later.
- Mac: macOS 12 or later.
- Browser: The latest version of Google Chrome or Mozilla Firefox is preferred. Microsoft Edge and Safari are also compatible.
- Microsoft Word Online
- Adobe Acrobat Reader
- Software must be installed and fully operational before the course begins.
Other:
- Email capabilities and access to a personal email account.
- Editing of a Microsoft Word document is required in this course. You may use a free version of Microsoft Word Online, or Google Docs if you do not have Microsoft Office installed on your computer. Model Teaching can provide support for this.
Instructional Material Requirements:
The instructional materials required for this course are included in enrollment and will be available online.
- Criteria for Feedback
- Learn about the purpose of providing detailed student feedback, and why the criterion for your feedback is important to consider.
- The Evidence
- This section teaches you what evidence is and why it is important. You will evaluate the four rules of collecting evidence and learn how to generate it.
- Providing Positive Feedback to Your Students
- You will learn the purpose of providing positive feedback, how to identify student strengths, and how to provide feedback to your students.
- Providing Feedback on Areas of Improvement
- You will learn the purpose of providing improvement feedback, how to identify areas for student improvement, and how to provide improvement feedback to your students.
- Implementing Feedback in Your Classroom
- You will analyze the process for choosing feedback and plan for your frequency of observations and feedback in your classroom.
- Putting it All Together
- Using the sample provided, you will build an improvement feedback plan as practice for providing this feedback regularly in your classroom.
- Applying What you Have Learned
- Get ideas on how to implement the concepts into your classroom, find a list of online resources that support the course topics, and read the research providing feedback that supports this evidence- based professional development.
What you will learn
- Construct specific evidence aligned with chosen behavioral or academic criteria
- Design positive feedback after identifying student strengths
- Design improvement feedback focused on four main components of effective feedback
- Evaluate implementation strategies for providing effective student feedback
How you will benefit
- You will build stronger relationships with your students by more effectively communicating with them about their strengths and weaknesses
- Student performance will increase, and frustrations will decrease as your students learn what they do well and receive actionable, specific ideas for improving areas of weakness
- Over time, your students will be able to more clearly articulate their own needs for support as they become used to targeted discussions aligned with specific behavioral and academic expectations that you set for your classroom
Self-Study