Lesson 5 - Giving Corrective Feedback
ACCELERATING LEARNING FOR UNDER-PERFORMING STUDENTS
TIMING/TASKS: Video Length 14 minutes. To complete this lesson: 1) Watch video to end; 2) Read additional text below; 3) Download & complete exercise(s) in right column
Giving Corrective Feedback
OUTCOMES
LESSONS IN THIS MODULE
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RESOURCES
EXERCISES
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I recognize the need to establish feedback loops within my classroom
I can distinguish between the three types of feedback
I understand the importance of making feedback timely and actionable
I can incorporate wise feedback moves into my instructional conversations
A critical part of supporting students who are dependent learners is our ability to coach them. Throughout Modules 3, 4, and 5, we have talked about feedback as part of your toolkit for coaching students to level up their learning.
Throughout the Stage 1 and Stage 2 modules, you’ve been offered structures and tools – conferencing, instructional conversation, and “pit tools,” to aid your work as a cognitive mediator.
But remember, the power of feedback is in how it is delivered, and how instructive and corrective it is. Why? Because not all feedback is created equal. It’s critical to know the difference.
Understand that feedback is a critical element of instructional equity. So it’s important to connect the work of Module 2 – Rebalancing the Cultural Orientations in the Classroom – to reducing stereotype threat through how we offer feedback. This ensures that struggling students’ brains are calm and ready for cognitive stretching.
If these are the structures, then what are we doing and saying within these structures?
ACTION ITEMS
Do a little action research. Record instructional conversations to analyze the type of feedback you’re providing and the nature of the dialogic back-and-forth with your student
Practice tailoring your “wise feedback” script to the needs and personality of your dependent learners:
- Analyze their internal self-talk.
- Pay attention to how they resist making mistakes.
- Notice where they’re stretching themselves.
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