Making Time for Feedback

Autor/inn/en	Fisher, Douglas; Frey, Nancy
Titel	Making Time for Feedback
Quelle	In: Educational Leadership, 70 (2012) 1, S.42-47 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Feedback (Response); Cues; Classroom Techniques; Teaching Methods; Secondary School Teachers; Secondary School Students; Guidelines; Error Correction; Error Patterns; Prompting + Suchen Sie Ihr Suchwort? Stichwort; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Richtlinien; Korrektur; Fehlertyp; Benutzerführung
Abstract	Ask any teacher what he or she needs more of, and it is a good bet that time will top the list. Anything that promises to recoup a little bit of their workday time is sure to be a best seller. One overlooked time-saver is in how they use feedback. Teachers know that feedback is important for teaching and learning. Unfortunately, most secondary teachers have far too many students to make it realistic to provide individual, face-to-face feedback, so they rely on written feedback to do the heavy lifting. In an attempt to provide students with information about their performance regularly, they grade papers until the wee hours, writing carefully constructed comments in the margin. Too often, this type of feedback transfers the responsibility for learning back to students, who have little understanding of what they need to do next. The students completed the assigned work in the best way they knew how, only to have their papers or projects returned with marks all over them. Unsure what to do with the feedback, some students ignore it and accept the grade. Others faithfully duplicate the teacher's edits, but fail to transfer this knowledge to their future work. This cycle continues, frustrating both teachers and students. Thankfully, there are ways to save time and ensure that feedback is effective. By taking the following guidelines into account, teachers can create more time for learning: (1) Focus on errors rather than on mistakes; (2) Identify patterns in student errors; (3) Distinguish between global and targeted errors--and teach accordingly; and (4) Use prompts and cues. (Contains 1 figure and 1 endnote.) (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10