by Debbie Yonke, Coordinator Quality Assurance in Learning
When we think of teaching with a purpose and for a purpose, many times we reflect on how to make our day to day classroom interactions more powerful. One way we can accomplish this is through the use of student input or feedback. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, John Hattie stated:
“I
realized that the most powerful single influence enhancing achievement is feedback. This lead me on a long journey to better understand this notion of feedback. After researching and reviewing feedback from a student's perspective (e.g., help-seeking behaviors) and from a teacher to student perspective (e.g., better comments on tests, increasing the amount of feedback in class), it dawned on me that the most important feature was the creation of situations in classrooms for teachers to receive more feedback about their teaching--and then the ripple effect back to the student was high (Hattie & Timperley, 2007)" p. 12.
The following video clip
from Glass
Classroom focuses on gaining student input and feedback regarding
recent learning. As you view this clip
of Central High School teacher, Susanne Feldman, consider how you might incorporate
one or more of these ideas into your classroom.
Susanne Feldman: Quick Input https://springfieldpublicschools.instructure.com/courses/174521/wiki/student-input
Source: Hattie, John A.C.
(2009) Visible learning: A synthesis of
over 800 meta-analyses relating to achievement. New York, NY: Routledge
