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HLPs #8 and #22: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior | Council for Exceptional Children | YouTubeToText
YouTube Transcript: HLPs #8 and #22: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior
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Effective feedback is a crucial high-leverage practice for guiding student learning and behavior, requiring teachers to provide information that is goal-directed, constructive, immediate, and respectful to foster motivation, engagement, and independence.
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[Music] Hey,
hey, hey, hey, hey, hey, hey, hey, hey. [Music]
[Music] [Applause]
Welcome to our video for high leverage
practice numbers 8 and 22. Provide
positive and constructive feedback to
guide students learning and behavior.
There are 22 high lever practices for
special education spread across four
domains. Provide positive and
constructive feedback to guide students
learning and behavior appears twice
because of its dual implications for the
social, emotional, behavioral and
instruction domains.
This video is divided into two parts. In
part one, we introduce and define
positive and constructive feedback. In
part two, we note four key components of
this HLP and feature four teachers
Part one, introduction and definitions.
Human beings are constantly giving and
receiving feedback in formal and
informal ways. However, that does not
necessarily translate into the most
effective use of this practice within
schools. The purpose of this video is to
provide guidance to general and special
education teachers in terms of their
delivery of feedback to students in
academic and behavioral domains.
Feedback is information all teachers
provide to all students in order to
improve performance in academic and
behavioral domains.
Students use the information to improve
their motivation, engagement, and independence.
independence.
Done effectively, feedback reduces the
gap between students current knowledge
and understanding and what they need or
have yet to know and understand.
Research has shown that feedback from
teachers increases students motivation
and effort toward learning tasks.
Simple praise and corrective feedback
can be helpful to students, but feedback
that informs students about their
progress towards manageable learning
goals is generally the most impactful.
Timing of feedback is also key to its effectiveness.
effectiveness.
A hallmark of effective feedback is it
should be delivered immediately after a
student's response and can be delivered
using oral, written or gestural
non-verbal modalities depending on the situation.
situation.
Another hallmark is feedback should not
only be timely but also contingent and
genuine so students know why they are
receiving feedback.
Teachers also give feedback that fits
within instruction phase of learning and
expectations of students. In other
words, teachers need to constantly
evaluate the extent to which individual
students need specific types and doses
of feedback depending on the situation.
Feedback should be linked to specific
student goals and delivered in a way
that helps students see progress toward
those goals. In other words, teachers
should do more than say yes or good job.
Teachers must provide students with
specific information about their current
performance and their progress towards
individual learning and behavioral goals.
goals.
In sum for part one, teachers are always
providing feedback to students, but to
do so effectively, they should follow
the guidelines demonstrated in part two
of this video. Part two, four components
of effective feedback.
There are four components of providing
positive and constructive feedback. They
are one effective feedback is goal
directed. Two, effective feedback is
constructive. Three, effective feedback
is immediate. And four, effective
feedback is respectful and positive.
Component one, effective feedback is
goal directed.
Teachers should set clear goals for
students and then provide feedback that
tells him or her how to improve
performance to get closer to that goal.
Goals can relate to academic or
behavioral outcomes.
Providing feedback that is goal-directed
is an iterative ongoing process. Having
a strong goal orientation can increase
students motivation and engagement.
A good example of goal-directed feedback
might sound like this. I really like
that you've started your paragraph off
with a clear topic sentence. That's
exactly right. Now, let's see if you can
think of three related detail sentences
you could write to turn that topic
sentence into a paragraph.
A non-example of goal- directed feedback
might be, "You've done a great job so
far. Just keep going until I tell you to stop.
stop.
This feedback is not specific or goal
directed. It doesn't give the student an
idea of how close he or she is to
actually meeting the goal. And it
doesn't even tell them what the goal is
other than to use up time.
In the following example from a small
group mathematics class, Miss Sarah
Melvin is providing feedback on students
multiplication models.
One student is struggling to grasp the
new concept. And so she uses a variety
of practices, including goal- directed
feedback, explicit questioning, and
modeling to help him break through the confusion.
confusion.
It's common to see numerous HLPS and
other evidence-based practices
intersecting with the components of
effective feedback.
Note how her feedback is continuously
positive and focused on helping him
achieve the goal of independently
creating the representation of the
multiplication model.
Okay, let's look at yours together. So
read this number sentence for me. 3 * 4.
And what does it say in words? Three
jumps of four. Three jumps of four. So
let's look closely. How many jumps do
you have just looking at this? One,
four, two, three, four. What does your
in words say?
Three jumps. Okay. So, what do we need
to do to correct that?
Do three under. And how long should each
jump be? Three on. So, three jumps four
long. Let me show you what how I would
think of that problem. Can you look at
my board? I'm going to show you what I
would do for 3 * 5. If you're finished,
you can pick another um those both look
great. Pick another one and solve on
your board, please. So then I would
think of this as three jumps
of five. And then the good thing about
thinking about it as words because I
know how many jumps am I doing? Five.
How many? But three jumps of five. So
how many jumps? Oh, three. Three jumps.
Right. So I'm going to go five
underneath. So one, two, three, four,
five. There's my first jump.
One, two, three, four, five. Second. and
one, two, three, four, five. Here's my
third jump. So, do I have three jumps
that are five long? Yes. So, that's why
we think of this X. If you think about
it in words, it represents jumps of
another way to think of that, how it's
represented. So, three jumps of five.
So, if I'm going to erase this, can you
show me three jumps of four?
Feel free to count underneath if you
Four. Okay. Read this number sentence.
Three * four. Read this. Three jumps of
three. What do you have?
Four jumps of three. Right. So, you're
showing me the commutative, which is
fine. However, 4 * 3 is completely
different model. Do you see that? Okay.
So, let's try that again. Can you do
three jumps of four, please?
Thank you so much for working so hard on
this. It took us two times, but we got
it and you kept working with it and I
really appreciate you staying with it. [Applause]
[Applause]
Okay, so now what? Read me this number
sentence. Three * And this says, and
then if we look at our number line, how
many jumps do you have? Three jumps.
Four long. Four long. And is that what
our number sentence says? Awesome. Thank
you for working so hard through that.
That didn't take long to get through,
but now do you understand it? Can I give
you another stick and you do this again
just to make sure we understand how to
represent it correctly? Component two,
effective feedback is constructive.
Constructive feedback should support a
student as they progress towards mastery
of a new skill.
Providing constructive feedback to
students does not simply mean providing
the answer or noting whether responses
are correct or incorrect. Instead,
constructive feedback should provide the
student with actual steps to take in
response to the feedback.
An example of constructive feedback
could be, "You're on the right track
with question number three, but there is
a small error. Look back at your sample
problems and see if you can find where
you made a calculation error with a
negative number."
A non-example of constructive feedback
might be, "Question three is incorrect.
Try it again and just try harder this time.
time.
This kind of feedback does not provide
any specific guidance or direction,
leaving students with just as many, if
not more, questions than when they started.
started.
In some, when providing constructive
feedback to students, teachers should
include information that will help the
students identify their specific mistake
and next steps to fix it. In this
intensive one-on-one mathematics lesson,
Mrs. Khan is helping her student learn
how to solve a subtraction word problem.
Note how she is providing constructive
feedback by never directly providing
answers, but carefully follows the cues
of the student to determine what steps
she should review and when to utilize
additional scaffolds.
So, I'm going to let you do it by
yourself while I watch. Went to the pet
store with her mom. Mom Molly saw four
kittens in the red basket and one of the
kittens decided to jump out of the
basket. How many kittens are left over
in the basket? All right.
So, do you remember what you need to do,
Molly? So, this is a subtraction
problem. So, how do you think you're
going to solve it using the chips? Um,
if we had one and four, we need one and
four. So, we're going to do something
with the number four and the number one.
Can you figure out what we'll do if
we're doing subtraction? Two, three, four.
I like that you're reading the problem carefully
carefully
so you can figure out what you have to
do. So, these are our four kittens. What
happened to them? Um,
one of them wanted to jump out. How can
you make one of your kittens jump out
the basket using your chips? What should
Take away one. Yes, you're correct. You
take away one. And that's exactly
how we would solve a subtraction word problem.
problem.
One. Let me count. One. Sure. Two.
Three. How many kittens are left? Three.
Component three. Effective feedback is immediate.
immediate.
Feedback should be given as quickly as
possible after the student has performed
a task or behavior. This allows students
to make immediate changes and keeps them
from practicing incorrect actions.
It also helps the student know
specifically why they are receiving feedback.
feedback.
Immediate feedback is especially
important when students are in the early
stages of learning a new skill. Teachers
need to use feedback to address
misconceptions about new content or how
to apply new skills.
An example of immediate feedback would
be monitoring a student as they work and
providing feedback at critical stages.
For example, class has started and Steve
does not have his needed materials for
class. Steve, my expectation is for
students to be responsible and ready for
class every day. To be responsible, you
need to bring your notebook and pen. Let
me help you come up with a new strategy
for ensuring you're ready for class tomorrow.
tomorrow.
A non-example of this principle would be
allowing a student to continuously
mispronounce a new vocabulary term
during oral reading. By allowing the
error to continue, the student is
rehearsing the incorrect pronunciation
and probably determined they were
correct since the teacher did not intervene.
intervene.
In this clip from an inclusive middle
school science classroom, Mr. Andy
Eckert is reviewing a homework
assignment. He solicits responses from a
range of students in the class and
provides immediate feedback.
In the instance where a student offers
an incorrect response, he does more than
say no, but instead highlights the
correct information.
Then when another student makes the same
mistake, he goes further in detailing
while their responses were incorrect.
Three examples of compounds you
encounter every day. Three examples of
compounds you encounter every day are
salt, sugar, and baking. Excellent. You
use a complete sentence. So salt, sugar,
baking soda, water. Anyone else have one
that you'd like to try?
Vinegar. Vinegar. Yes. Ketchup. Nope.
Ketchup is not a compound. Compounds we
talked about yesterday. Elements are
sort of like the alphabet and you make
up the words from the alphabet. So, the
compounds are bonded together elements.
Ketchup is more like a mixture. And I
Okay, we're going to talk about mixtures
today. Any others you'd like to try?
Carbon dioxide. Excellent.
Soil. Soil. No,
here's some soil. Why isn't this
compound? It's you can see the different
parts in there. Component four,
effective feedback is respectful and positive.
positive.
Feedback that is respectful and positive
focuses on the students successes and
progress rather than on their deficits.
It also keeps the focus on the students
actions rather than making personal judgments.
judgments.
Providing positive, respectful feedback
does not mean that teachers should not
point out students errors or mistakes.
In fact, the opposite is true. Feedback
that is corrective but still positive
and goal- directed will help students
address misconceptions.
Positive feedback motivates students to
achieve their best on academic and
behavioral tasks.
Positive supportive feedback might sound
like, "Abby, you did a great job with
this the last time we worked on it, so I
know you can do it again." Let's take it
step by step and find a better way to
answer these comprehension questions.
It's important to note that inconsistent
performance is not uncommon when someone
is learning something new, and it is
particularly common for students with disabilities.
disabilities.
Comparing today's performance in a
negative way to previous performance or
to others performance is demotivating
and not focused on success.
A non-example of positive feedback might
be, I know you can do this, Alex,
because you did it last week, so just
try a little harder. See how Marshall is
already halfway done with his. See if
you can catch up.
In this final clip, Ms. Molina Mesin is
working in a low incidence disability
classroom. As she goes through part of
their morning routine, note the constant
use of positive language, prompts that
redirect the students attention, and
lots of eye contact and gestures to keep
the student engaged and aware that he is
meeting expectations.
Okay, let's take attendance.
We're going to take attendance first.
I like how you came to the board with a
calm body. What's your name?
My name is
Junior Roy. Good job. Your turn.
Look at my nose. My name. That was a
good sentence.
Good job. Hey, friend.
What are your friend's names?
Lucy Wheeler. My my friend
friend name
Good. Let's try the whole thing. My name
My friend's name.
Good. Try the whole thing. My friend's
Good job. Nice. I like how you used a
full sentence. Hey, buddy. Can you tell
me how you feel today? Good job.
Excited. Excited. I
I feel excited.
Good job. Good calm body, my friend. In
summary, effective feedback is goal
directed, constructive, immediate, and
respectful and positive.
Feedback is also used when implementing
most if not all of the HLPS in the
instruction and social emotional
behavioral domains in some way.
Therefore, an argument can be made that
this practice is perhaps the most
important for teachers to implement with
fidelity and dosage needed to support
individualized students needs.
More information about feedback and its
role in supporting the needs of students
with and without disabilities can be
Thanks for watching and please continue
using resources from this series on
highlever practices for special education.
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