Put feedback to work for everyone to make a difference—now
Feedback connects, deepens communication, and helps everyone focus on advancing student learning. What if you could use the dimensions and facets of formative feedback in ways that emphasize authenticity, equity, and care for ALL students?
Educators Brent Duckor and Carrie Holmberg show you how to plan, enact, and reflect on feedback practices within lessons and across units using an accessible, comprehensive, and innovative framework that illuminates the path towards equity and excellence for all. With evidence-based research and real classroom examples, Feedback for Continuous Improvement in the Classroom answers:
- What is formative feedback? How does it influence student outcomes and teacher pedagogy?
- Why are well-defined learning goals, aligned with rich tasks and progress guides, essential to making feedback truly formative?
- What are essential facets of teacher, peer, and self-driven feedback?
- How does feedback work best in whole-class, small group, or individual configurations?
- What can make written, spoken, and nonverbal feedback modalities more effective—for all?
- How can focusing on feedback improve learning across all subject matter disciplines?
Prompts for self-reflection, videos, vignettes, and scaffolds throughout help readers see how effective feedback can be embedded into classrooms and school communities committed to discovery, growth, and deeper learning.
Cuprins
What Readers Can Download and Print
List of Videos
Preface
Acknowledgments
About the Authors
How to Use this Book
Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement
Chapter 1: On the Role of Learning Goals, Tasks, and Cycles of Feedback for Continuous Improvement
Directionality
Chapter 2: Teacher-Driven Feedback
Chapter 3: Peer-to-Peer Driven Feedback
Chapter 4: Self-Driven Feedback
Configuration
Chapter 5: Feedback With the Whole Class
Chapter 6: Feedback With Small Groups
Chapter 7: Feedback With Individuals
Modality
Chapter 8: Written Feedback
Chapter 9: Spoken Feedback
Chapter 10: Nonverbal Feedback
Self-Study Checklist
Glossary
References
Index
Despre autor
Carrie Holmberg, Ed. D., is a lecturer in the Department of Teacher Education and preservice teacher educator at San José State University. She taught at a Title I comprehensive high school in Silicon Valley for nearly a decade and has extensive experience mentoring new teachers. Carrie has twice earned her National Board Certification. She also worked with the Stanford Partner School Induction Program and the Santa Cruz/Silicon Valley New Teacher Program for many years. Carrie obtained her Ed.D. in Educational Leadership in 2017 from SJSU. Her scholarship has appeared in The English Journal, California English, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Educational Measurement, and most recently, the 4th International Encyclopedia of Education. Carrie has served as chair of the Classroom Assessment Special Interest Group (SIG) for the American Educational Research Association (AERA). In addition to exploring the Sierras with her husband, Bob, and family, Carrie enjoys playing water polo competitively and surfing in the Pacific. She can be reached at [email protected]
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