If done incorrectly, feedback has minimal effect and sometimes even a negative effect. In this book, the authors show teachers how to avoid the common mistakes in giving feedback. The authors argue that effective feedback answers these three questions: What am I trying to achieve? How much progress have I made so far? And what should I do next?
If done incorrectly, feedback has minimal effect and sometimes even a negative effect. In this book, the authors show teachers how to avoid the common mistakes in giving feedback. The authors argue that effective feedback answers these three questions: What am I trying to achieve? How much progress have I made so far? And what should I do next? Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
James Nottingham is co-founder and director of Challenging Learning, a group of companies with 30 employees in 6 countries. His passion is in transforming the most up-to-date research into strategies that really work in the classroom. He is regarded by many as one of the most engaging, thought-provoking and inspirational speakers in education. His first book, Challenging Learning, was published in 2010 and has received widespread critical acclaim. Since then, he has written 6 books for teachers, leaders, support staff, and parents. These books share the best research and practice connected with learning; dialogue; feedback; the learning pit; early years education; and growth mindset. Before training to be a teacher, James worked on a pig farm, in the chemical industry, for the American Red Cross, and as a teaching assistant in a school for deaf children. At university, he gained a first-class honours degree in education (a major turnaround after having failed miserably at school). He then worked as a teacher and leader in primary and secondary schools in the UK before co-founding an award-winning, multi-million-pound regeneration project supporting education, public and voluntary organisations across north east England. Skolvärlden (Swedish Teaching Union) describes James as "one of the most talked about names in the world of school development" and the Observer newspaper in the UK listed him among the Future 500 - a "definitive list of the UK′s most forward-thinking and brightest innovators."
Inhaltsangabe
List of Figures The Challenging Learning Story Foreword by Larry Ainsworth Acknowledgments About the Authors Contributors Introduction The Language of Learning Chapter 1: Setting the Scene 1.0 Why Read Yet Another Book About Feedback? 1.1 What Is Feedback? 1.2 Assessment: To Sit Beside 1.3 Four Levels of Feedback 1.4 Matching Feedback to Levels of Understanding (Using the SOLO Taxonomy) 1.5 Praise vs. Feedback 1.6 Does Grading Count as Feedback? 1.7 Other Types of Feedback 1.8 Review 1.9 Next Steps Chapter 2: Current Reality 2.0 What Is Your Feedback Like Now? 2.1 Characteristics of Excellent Feedback 2.2 Corrective, Component and Comprehensive Feedback 2.3 Extending Feedback 2.4 Review 2.5 Next Steps Chapter 3: Creating a Culture for Feedback 3.0 Feedback Utopia 3.1 Ten Ways to Build Toward Feedback Utopia 3.2 Review 3.3 Next Steps Chapter 4: Goals Before Feedback 4.0 Feedback Should Refer to Learning Goals 4.1 Long-Term and Short-Term Goals 4.2 Learning Intentions (LI) and Success Criteria (SC) 4.3 How to Design Effective LI and SC 4.4 Example LI and SC to Use With Five- to Eleven-Year-Olds 4.5 Example LI and SC to Use With Eleven- to Eighteen-Year-Olds 4.6 Learning Goals for Working Together 4.7 Review 4.8 Next Steps Chapter 5: Taxonomies to Support Goal Setting 5.0 Learning How to Learn 5.1 Using Taxonomies Wisely 5.2 Bloom's Taxonomy (and Beyond) 5.3 The EDUCERE Taxonomy of Thinking Skills 5.4 The ASK Model 5.5 Footnote to Taxonomies: Beware! 5.6 Review 5.7 Next Steps Chapter 6: Feedback and the SOLO Taxonomy 6.0 The SOLO Taxonomy 6.1 How the SOLO Taxonomy Relates to the Learning Challenge 6.2 How the SOLO Taxonomy Relates to Feedback 6.3 How the SOLO Taxonomy Relates to Learning 6.4 The SOLO Treehouse 6.5 Review 6.6 Next Steps Chapter 7: Seven Steps to Feedback 7.0 Background 7.1 Using the Seven Steps to Feedback 7.2 The Seven Steps to Feedback: Some Final Thoughts 7.3 But There's No Time! 7.4 Review 7.5 Next Steps Chapter 8: Tools for Feedback 8.0 Using the Learning Challenge to Generate Feedback Questions 8.1 Learning Challenge Feedback Questions: Stage 1 8.2 Learning Challenge Feedback Questions: Stage 2 8.3 Learning Challenge Feedback Questions: Stage 3 8.4 Learning Challenge Feedback Questions: Stage 4 8.5 Learning Detectives 8.6 Examples of Clues for Learning Detectives to Search For 8.7 Review 8.8 Next Steps and Further Reading Repertoire and Judgment Notes References Index
List of Figures The Challenging Learning Story Foreword by Larry Ainsworth Acknowledgments About the Authors Contributors Introduction The Language of Learning Chapter 1: Setting the Scene 1.0 Why Read Yet Another Book About Feedback? 1.1 What Is Feedback? 1.2 Assessment: To Sit Beside 1.3 Four Levels of Feedback 1.4 Matching Feedback to Levels of Understanding (Using the SOLO Taxonomy) 1.5 Praise vs. Feedback 1.6 Does Grading Count as Feedback? 1.7 Other Types of Feedback 1.8 Review 1.9 Next Steps Chapter 2: Current Reality 2.0 What Is Your Feedback Like Now? 2.1 Characteristics of Excellent Feedback 2.2 Corrective, Component and Comprehensive Feedback 2.3 Extending Feedback 2.4 Review 2.5 Next Steps Chapter 3: Creating a Culture for Feedback 3.0 Feedback Utopia 3.1 Ten Ways to Build Toward Feedback Utopia 3.2 Review 3.3 Next Steps Chapter 4: Goals Before Feedback 4.0 Feedback Should Refer to Learning Goals 4.1 Long-Term and Short-Term Goals 4.2 Learning Intentions (LI) and Success Criteria (SC) 4.3 How to Design Effective LI and SC 4.4 Example LI and SC to Use With Five- to Eleven-Year-Olds 4.5 Example LI and SC to Use With Eleven- to Eighteen-Year-Olds 4.6 Learning Goals for Working Together 4.7 Review 4.8 Next Steps Chapter 5: Taxonomies to Support Goal Setting 5.0 Learning How to Learn 5.1 Using Taxonomies Wisely 5.2 Bloom's Taxonomy (and Beyond) 5.3 The EDUCERE Taxonomy of Thinking Skills 5.4 The ASK Model 5.5 Footnote to Taxonomies: Beware! 5.6 Review 5.7 Next Steps Chapter 6: Feedback and the SOLO Taxonomy 6.0 The SOLO Taxonomy 6.1 How the SOLO Taxonomy Relates to the Learning Challenge 6.2 How the SOLO Taxonomy Relates to Feedback 6.3 How the SOLO Taxonomy Relates to Learning 6.4 The SOLO Treehouse 6.5 Review 6.6 Next Steps Chapter 7: Seven Steps to Feedback 7.0 Background 7.1 Using the Seven Steps to Feedback 7.2 The Seven Steps to Feedback: Some Final Thoughts 7.3 But There's No Time! 7.4 Review 7.5 Next Steps Chapter 8: Tools for Feedback 8.0 Using the Learning Challenge to Generate Feedback Questions 8.1 Learning Challenge Feedback Questions: Stage 1 8.2 Learning Challenge Feedback Questions: Stage 2 8.3 Learning Challenge Feedback Questions: Stage 3 8.4 Learning Challenge Feedback Questions: Stage 4 8.5 Learning Detectives 8.6 Examples of Clues for Learning Detectives to Search For 8.7 Review 8.8 Next Steps and Further Reading Repertoire and Judgment Notes References Index
Rezensionen
"This is a timely well researched, practical view into the teachers view of Visible Learning and all this research can do to advance learning for all students. Written in an engaging, example filled, light humorous style it gives the reader some real practical examples of formative assessment strategies, clarity about learning intentions and success criteria, the essence of good lesson design. It s what we have been waiting for to make Visible Learning come alive for our teachers in the classroom." Ainsley B Rose, Corwin Consultant
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