{"id":491,"date":"2022-02-11T08:16:39","date_gmt":"2022-02-11T16:16:39","guid":{"rendered":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/?p=491"},"modified":"2022-02-11T08:28:17","modified_gmt":"2022-02-11T16:28:17","slug":"types-of-feedback-that-moves-learning-forward","status":"publish","type":"post","link":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/2022\/02\/11\/types-of-feedback-that-moves-learning-forward\/","title":{"rendered":"Types of Feedback that Moves Learning Forward"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">By Dean Richards<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Last week&#8217;s blog focused on feedback and moving students forward in their learning. This week we look at John Hattie&#8217;s levels of Feedback.  <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"types-of-feedback\">Types of Feedback<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The content of the effective feedback that we provide students falls into 3 helpful categories.&nbsp;&nbsp;<\/p>\n\n\n\n<ul class=\"has-background wp-block-list\" style=\"background-color:#cee6f8\"><li>Feedback about the <strong>task<\/strong><\/li><li>Feedback about the <strong>process<\/strong><\/li><li>Feedback about the <strong>thinking<\/strong> during the task<\/li><\/ul>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>&#8220;For the teacher, the art is knowing when to add in\/move to the next level of feedback.&#8221;<\/p><cite>Visible Learning <\/cite><\/blockquote>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"585\" src=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM-1024x585.png\" alt=\"\" class=\"wp-image-500\" srcset=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM-1024x585.png 1024w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM-300x172.png 300w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM-768x439.png 768w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM-1536x878.png 1536w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM-500x286.png 500w, https:\/\/blogs.bend.k12.or.us\/dean.richards\/files\/2022\/02\/Screen-Shot-2022-02-11-at-6.34.42-AM.png 1882w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"task-level\">Task Level<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Feedback about the task may be the most common and easiest feedback to provide to students.\u00a0 This includes <strong>information about the errors that a student produces in the task.<\/strong> A teacher may also give feedback about the quality of the work. A rubric is a great way to provide that explicit feedback. The drawback of providing feedback only on the task is that the misconception(s) that are evident may be transferred to the student&#8217;s next task, thus the misconception continues. <\/p>\n\n\n\n<p class=\"has-background wp-block-paragraph\" style=\"background-color:#c5dbb4\">Examples of prompts at the task level:<br>\u2022 Did you meet the success criteria?<br>\u2022 Is your correct\/incorrect?<br>\u2022 How can you elaborate on the answer?<br>\u2022 What did you do well?<br>\u2022 Where did you go wrong?<br>\u2022 What other information is needed to meet the criteria?<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"process-level\">Process Level<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Some students, particularly those who are often the most successful in schools, will be able to transfer the feedback from the task to the process.&nbsp; Providing feedback on the process, the steps taken to reach the final product, is a<strong> powerful way to move students to generalization<\/strong>.&nbsp; Providing feedback on the quality of the process and giving alternative actions can be more powerful for students&#8217; next task than feedback on the task alone.<\/p>\n\n\n\n<p class=\"has-background wp-block-paragraph\" style=\"background-color:#e1c6e4\">Examples of prompts at the process level:<br>\u2022 What is wrong and why?<br>\u2022 What strategies did you use?<br>\u2022 What is the explanation for the correct answer?<br>\u2022 What other questions can you ask about the task?<br>\u2022 What are the relationships with other parts of the task?<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"thinking-self-regulation-level\">Thinking\/Self-regulation Level<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The next powerful feedback, and possibly the most difficult, is to provide feedback on the thinking that occurred while the student engaged in the task. This helps<strong> students monitor their thinking and learning process<\/strong>. This is most commonly done in conversations with students. One of my favorite moves I used while tutoring students for the SAT was to say, \u201cYou got that right.\u00a0 What were you thinking about when you did that?\u201d Students often looked at me strangely, as they were not used to explaining their thinking.\u00a0 Often they talked about their process, then I would <strong>ask about <em>how<\/em> they thought.<\/strong>\u00a0 I would ask about their level of confidence. Forcing a student to metacognate about the task and process increases their self-efficacy.<\/p>\n\n\n\n<p class=\"has-background wp-block-paragraph\" style=\"background-color:#fac5c5\">Examples of prompts at the self-regulation level:<br>\u2022 How did you monitor your own work?<br>\u2022 What did you do to \u2026?<br>\u2022 How can you account for \u2026?<br>\u2022 What justification can be given for \u2026?<br>\u2022 What further doubts do you have about?<br>\u2022 How does this compare with \u2026?<br>\u2022 How have your ideas changed?<br>\u2022 Can you now teach another student how to \u2026?<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"What is metacognition? (Exploring the Metacognition Cycle)\" width=\"584\" height=\"329\" src=\"https:\/\/www.youtube.com\/embed\/HZrUWvfU6VU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"diving-in\">Diving in&#8230;<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/www.asdn.org\/wp-content\/uploads\/What-does-feedback-look-like-at-each-level.pdf\">What does Feedback look like at like?<\/a> &#8211; From Visible Thinking <\/li><li><a href=\"https:\/\/www.edutopia.org\/blog\/five-powerful-questions-teachers-ask-students-rebecca-alber?utm_source=twitter&amp;utm_medium=cpc&amp;utm_campaign=blog-5-questions-students-image\">5 Powerful Questions Teachers Can ask Students<\/a><\/li><li><a href=\"https:\/\/www.edutopia.org\/article\/using-positive-feedback-math-classrooms\">Using Positive Feedback in a Math Classrooms<\/a><\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><\/h2>\n","protected":false},"excerpt":{"rendered":"<p>By Dean Richards Last week&#8217;s blog focused on feedback and moving students forward in their learning. This week we look at John Hattie&#8217;s levels of Feedback. Types of Feedback The content of the effective feedback that we provide students falls &hellip; <a href=\"https:\/\/blogs.bend.k12.or.us\/dean.richards\/2022\/02\/11\/types-of-feedback-that-moves-learning-forward\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":10,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-491","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts\/491","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/comments?post=491"}],"version-history":[{"count":17,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts\/491\/revisions"}],"predecessor-version":[{"id":509,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/posts\/491\/revisions\/509"}],"wp:attachment":[{"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/media?parent=491"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/categories?post=491"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/dean.richards\/wp-json\/wp\/v2\/tags?post=491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}