Reading Vol. 4 of the GEIM (“Assessment and Home Connections”), I was reminded of the power of descriptive feedback.
As we try to engage students in learning about their own learning, and encourage them to take a meta cognitive approach to school, it is critical that we understand the impact of the things we say to them each day. A well-intentioned “great job!” or “good for you!” reinforces the idea that the students should just perform for the benefit of the teacher, and does little to encourage critical thought about what the student himself is actually doing.
The guide suggests that quality feedback goes beyond praise (pg 16), and suggests making non-judgmental observations about student work, followed by either a very specific suggestion for next steps, or a question to encourage students to think to the next level.
I so need to review the “Asking Effective Questions” monograph, lol!
As we try to engage students in learning about their own learning, and encourage them to take a meta cognitive approach to school, it is critical that we understand the impact of the things we say to them each day. A well-intentioned “great job!” or “good for you!” reinforces the idea that the students should just perform for the benefit of the teacher, and does little to encourage critical thought about what the student himself is actually doing.
The guide suggests that quality feedback goes beyond praise (pg 16), and suggests making non-judgmental observations about student work, followed by either a very specific suggestion for next steps, or a question to encourage students to think to the next level.
I so need to review the “Asking Effective Questions” monograph, lol!