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The role of feedback in education
Need and importance of instructional strategies
The role of feedback in education
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Some of the feedback presented by my peers has been incorporated into my work and in other places, I respectfully chose to decline the advice offered by my peers. My individual teaching practices have evolved with the consideration of the feedback my peers of offered. The understanding of pedagogical methods, being able to label a technique or process, gives me a better understanding of each one’s value. I have learned how to employ the proficiencies and nature of a writing teacher when exhibiting how to instill in students an understanding of writing theories and models.
Early in our course, a piece of feedback suggested “your teaching philosophy draws in a sense of purpose and connection that encourages student engagement.” This piece of feedback was very reassuring as inspiring student engagement is something very near and dear to
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My instructor feedback regarding my syllabus included “Like to see a sentence or two on assessment in the next draft. For example, "The your learning / skills will be assessed by ¿." With this nicely specific piece of guidance, I added a paragraph to the final draft discussing the means by which learning skills will be assessed and what each assessment is designed to evaluate. The assessment tools I’ve chosen will provide a good demonstration of whether or not the student is grasping the concept presented. In the syllabus, I have described this and why this type of evaluation is useful for the student and the
From the beginning, the first writing project assigned in class, a proposal, exposed to me the essential tools a writer needs to connect to the proper audience and defend my stance on the reform proposed. Overall, the course not only stressed the importance of drafts, but of peer review and instructor feedback as well; therefore, strengthening my knowledge
When someone asks “do you mind if I offer you some feedback?”, you immediately think that you did something terribly wrong. You don’t know whether to feel proud or to feel ashamed, or even feel like you’ve been attacked and need to defend yourself as much as possible. Difficulty with accepting criticism is nothing new; in fact, it is more common than you think. We are often criticized after completing anything from simple tasks to the most complex projects we can accomplish. Common examples of what we are criticized for are: work ethic, creative works such as music, television, articles, etc., and for any mistake, small or large, we make during our day-to-day lives. Anybody can give constructive
The positive feedback provided me with things my respondents believe I should continue doing. Some respondents noted that I am confident and motivated. The results also showed that my respondents think I am efficient. Another response was that I adapt to change well. Other words like cheerful, encouraging and fun to be around were some of the positive responses received. Great communication is also something noted that I should continue to do. My responses showed that I am a hard worker. According to the respondents of the survey, I am a good listener and very supportive of others. These responses helped to boost my confidence because they helped me to know that there are things that I am good at and things that I should continue doing. It is also nice to known that people notice little things about you that are positive.
My development as a writer has flourished throughout this semester. The first week of this fall semester started out with writing responses from our readings in the textbook. Looking back through and analyzing my reading responses at the semester to now; I noticed a substantial improvement in not only my grammar skills, but also my summarizing, and in-depth studying of writing adeptness. Another way I have progressed this semester is the vocabulary of my writing has significantly improved and become more scholarly. Another advancement I noticed was that the content of my work has matured, along with my organizational adeptness.
While the difficulties in teaching students not only to be good writers, but also to enjoy writing are easy to complain about, they are not immediately changeable. Consequently, as a teacher of young writers, one must find a way to make the system work. Ross Borden found a way with me, and I feel I have found a way with many of my students, but not all of them. So I continue to read, and I continue to write, and I continue to teach, though I also continue to struggle with the many problems surrounding the field.
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class, I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work to see what areas I lacked in and where I succeeded.
Communication is the process of sharing ideas, thoughts, and opinions with the intentions of another person interpreting the expression. Communication is a learned process and without communication, the world would not function properly. Effective communication is a quality that can positively influence how operations work both the workplace and in personal life. By communicating effectively, people can learn how to build trust, earn respect, and accomplish goals. Learning how to communicate effectively is not considerably an easy task, and there are certain components that need to be addressed and barriers that must be overcome. Several strategies and techniques can help deal with potential communication barriers and by learning these strategies,
Many of our students are just learning to "trust" themselves as writers.Most haven't had the opportunity in high school to explore what writing can do for their thinking; they have been taught that "writing" is a product produced for a teacher.Student-centered pedagogy seeks to de-center teacher authority, and has moved away from traditional methods such as the lecture format to more group discussion.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.
"Learners Need Endless Feedback More Than They Need Endless Teaching" (Wiggins,2012) today students' need to have feedback when they are learning to assist them to reach their full portent. In today world, teachers need to give students more feedback and not just teach to students. Feedback, when done correctly, will assist students in learning from their mistakes and also will aid in students comprehending what they got wrong. When a teacher just gives a student the assignment back with only a grade or a mark to say they completed it, the teacher is missing a good moment to show the student what they did right and where they can have improved. By giving good, specific feedback to the student will tell them what they have accomplished and the
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.