Feedback Is a Two-Way Street

Autor/in	Tovani, Cris
Titel	Feedback Is a Two-Way Street
Quelle	In: Educational Leadership, 70 (2012) 1, S.48-51 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Feedback (Response); Student Evaluation of Teacher Performance; Workshops; Teaching Methods; Teacher Role; Student Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this article, the author shares her experience that illustrates that the feedback students give is just as important as the feedback they get. For her, the idea that students giving her feedback was more powerful than her giving them feedback sounded too good to be true. If she could come up with a system to regularly collect feedback that did not require more grading, perhaps that feedback would reveal patterns that would help her adjust instruction to better meet students' needs. Here, she discusses a workshop model that can provide a structure for building feedback into instruction, ensuring that students do most of the work while she guides and assists their learning. The workshop cycle provides three opportunities to get and give feedback: the opening, the work time, and the debrief. She concludes that feedback is a two-way street. When students have the chance to tell her what they need, they empower her to revise and rethink her instruction. (Contains 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