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1、Why active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The
2、 same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Inc
3、reased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analy
4、sis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strategies.They also found such strategies increased student performance on a
5、ssessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instructio
6、n to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learning is by establishing effective feedback loops between students and te
7、achers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the
8、 student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented
9、effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Bec
10、ause of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as le
11、arningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summ
12、ative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are
13、 asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from ass
14、essments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work pr
15、ocesses and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learnin
16、g and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student e
17、ngagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackT
18、he characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally
19、 important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how to learn and to work in any environment or career.It positions students
20、 as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all ho
21、pe students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete co
22、urse work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people inherently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware
23、of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up for success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These includ
24、e:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in their notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This require
25、s students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities
26、 and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on the extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss
27、their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there
28、 are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support active learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a f
29、ew ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students options and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words
30、.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you can define success together.Use these to identify and share goals and success criteria,and then later use them for students
31、to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessm
32、ent strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students u
33、se to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their current level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change ve
34、rsus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For example,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have iden
35、tified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such as ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their
36、learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opportunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enabl
37、e students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop important skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up tim
38、e for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and tasks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,s
39、ocial skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when working on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Ac
40、tivate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment as a conversation about student performance and learning,and one that students can lead and contribute to.Give students opt
41、ions and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to create a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.A
42、sk students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and potential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into s
43、tudent thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No one likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about wha
44、t to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to and discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discuss
45、ed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consid
46、er doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students work individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work
47、 more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growth mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importanc
48、e of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways of responding to feedback and setbacks.This will help students think differently about feedback and it will help you build t
49、rusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity Education offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can p
50、rovide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students
51、 based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These includ
52、e:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate
53、 actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Designing effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing
54、feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating students as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting an
55、d revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflections,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teache
56、rs.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that a
57、nd the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOpportunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop
58、 skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-pac
59、ed course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level credit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars
60、 need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it
61、one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide teachers to make this possible.Contact us at teachersopportunityeducation.org Moving Forward with Efective Feedback 2023 Oppo
62、rtunity Education Foundation,Inc.Moving Forward with Efective FeedbackWhy active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experienc
63、e.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.Th
64、ese benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in thei
65、r learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strateg
66、ies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a
67、 priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learni
68、ng is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the proc
69、ess.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge
70、,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating eviden
71、ce of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.
72、Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,
73、primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at th
74、e end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions t
75、o improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.I
76、dentify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summ
77、ative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers
78、 and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes
79、 used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate
80、students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how t
81、o learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences th
82、at students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers improve their practices and instruction.29 St
83、udents need to be able to answer several questions as they complete course work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people inherently ask themselves as they work to accomplish th
84、eir goals,whether they realize it or not.Helping students to be aware of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up for success in school and in life and career.Students a
85、re responsible for 5 actions during the feedback cycle.31 These include:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in their notebooks for every class period or week or for sp
86、ecific activities and projects.2.Develop success criteria.This requires students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success criteria or a rubric with their teacher and peers.3.E
87、licit evidence of learning.Students complete the assessment activities and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on the extent to which their goals were achieved,successes
88、 they had,and challenges they faced.Students and teachers can discuss their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they will take next,and take them.RecommendationsThere is
89、a lot that goes into generating and using effective feedback,but there are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support active learning with effective feedback.Clarify and share
90、 intentions,learning goals,and sucess criteria This can be done in a few ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students options and let them identify the goal they will word towar
91、ds that day.Ask students to rephrase learning goals in their own words.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you can define success together.Use these to identify and
92、share goals and success criteria,and then later use them for students to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead.Take a Backwards Design32 approach to designing unit
93、s,lessons,and assessments.Also try incorporating new formative assessment strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work products to get feedback frequently as they work towa
94、rds creating a more extensive product.Provide feedback that students use to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their current level of understanding and capabilities and goal
95、s for moving forward.Identify when the work product needs to change versus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For example,students might need guidance to improve how they
96、 focus,plan and manage time,or document ideas.This is why we have identified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such as ability,luck,lack of effort,help from others,etc.Wh
97、en students attribute their effort it places them in control of their learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opportunity to ask students questions,gauge their learni
98、ng,and implement personalized instructional strategies as needed.Enable students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop important skills(listening,communicating,patience,etc.)a
99、nd learn to be resourceful as they solve problems.It also frees up time for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and tasks in groups or with a peer.This can actually lead
100、to better outcomes in knowledge development,critical thinking skills,social skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when working on individual assignments and group assignments
101、.Have students ask a peer their questions before asking the teacher.Activate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment as a conversation about student performance and learn
102、ing,and one that students can lead and contribute to.Give students options and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to create a pamphlet or a video to explain a concept and pra
103、ctice specific skills,such as communicating and defending an opinion.Ask students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and potential steps forward.This allows students to start t
104、he feedback conversation and for teachers to gain more insights into student thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No one likes to be told what to do!Instead,ask a lot of qu
105、estions.Students can respond to questions and make decisions about what to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to and discuss feedback.Here are a few different ways to d
106、o that:a.Have students document a summary of feedback that was discussed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For examplei.When you saidI wondered ifii.Im not sure wha
107、t you meant when you saidiii.Ill consider changingbecauseiv.Ill consider doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students work individually or in groups on a project or assignmen
108、t.Let students lead the conversation!All this sets up students to work more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growth mindsetMany students take feedback personally and a
109、re even afraid of feedback(some adults are,too!).Discuss the importance of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways of responding to feedback and setbacks.This will help
110、students think differently about feedback and it will help you build trusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity Education offers online tools to help teachers support
111、 active,skills-forward learning with effective feedback.Teachers can provide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such as engagement during class every day.Assignment feedb
112、ack.Teachers provide multi-dimensional feedback to individual students based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities supported with the tools help teachers and students g
113、enerate and use feedback effectively in a variety of ways.These include:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context.They can be used weekly,or even daily,to gauge where
114、 students are and help them,and teachers,take relevant and appropriate actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Designing effective classroom activities and tasks that g
115、enerate evidence of student capabilities and understandings.Providing feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating students as owners of their own learning.Formative assessme
116、nts might involve creating sketches,mind maps,or summaries,drafting and revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflections,or self-evaluations-all of which help students
117、to learn and make student thinking and learning more visible to teachers.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment practices generate evidence of learning and make stu
118、dent thinking visible to teachers,but the ways in which they do that and the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOpportunity Education is also developing many opportunitie
119、s for teachers to discover new strategies,practice and further develop skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,such as Grab and Go Professional Learning sessions fo
120、cused on effective feedback as a strategy to engage studentsA self-paced course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level credit that can count towards continuing education req
121、uirements.Take it one step at a timeWhile it might seem like the stars need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we can do is take steps to move forward and improve,jus
122、t like our students.So pick a new strategy or tool to try and take it one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide teachers to make this possible.Contact us at teachersop
123、portunityeducation.org Written by Jolene Zywica,PhD with contributions from Shannon CareyAmy CooperRachel JerezRay RavagliaWhy active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video gam
124、es,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active lear
125、ning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented
126、 groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who particip
127、ated in courses that employed active learning strategies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effective
128、ly incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne w
129、ay to foster student engagement through active learning is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributo
130、rs who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information tea
131、chers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there
132、 would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed
133、 around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments
134、are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improv
135、e.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in th
136、e process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify student
137、s that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Refle
138、ct on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make fe
139、edback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:
140、1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipat
141、ing in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feed
142、back process is essential for students to learn how to learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions tow
143、ard their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps t
144、eachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete course work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people in
145、herently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up fo
146、r success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These include:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in the
147、ir notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This requires students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success
148、criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on th
149、e extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they
150、will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support acti
151、ve learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a few ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students option
152、s and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you c
153、an define success together.Use these to identify and share goals and success criteria,and then later use them for students to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead
154、.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessment strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work
155、products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students use to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their cur
156、rent level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change versus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For exa
157、mple,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have identified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such a
158、s ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opp
159、ortunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enable students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop imp
160、ortant skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up time for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and t
161、asks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,social skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when wo
162、rking on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Activate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment
163、as a conversation about student performance and learning,and one that students can lead and contribute to.Give students options and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to crea
164、te a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.Ask students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and po
165、tential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into student thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No on
166、e likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about what to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to an
167、d discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discussed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For
168、examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consider doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students wor
169、k individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growt
170、h mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importance of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways o
171、f responding to feedback and setbacks.This will help students think differently about feedback and it will help you build trusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity E
172、ducation offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can provide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such
173、as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities
174、supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These include:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context
175、.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Desi
176、gning effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating studen
177、ts as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting and revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflec
178、tions,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teachers.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment
179、 practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that and the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOppor
180、tunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,
181、such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-paced course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level c
182、redit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we
183、 can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide te
184、achers to make this possible.Contact us at teachersopportunityeducation.org About Opportunity EducationOpportunity Education(OE)is dedicated to advancing the adoption of active,student-driven and skill-focused learning in secondary schools worldwide.This charitable foundation has invested$100M in ed
185、ucation innovation,product development,and school support worldwide,reaching 1,500 teachers and 1M students.Opportunity Education is headquartered in Omaha,NE,with US and international teams.Our MissionWe support teachers with practical tools and resources so they can focus on what matters most:enga
186、ging their students in active,skills-forward learning.Our tools and resources help teachers enable skills-forward,active learning in their classrooms,while using existing systems or curricula.Our professional learning services help teachers use these tools effectively to improve student performance.
187、Why active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The
188、 same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Inc
189、reased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analy
190、sis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strategies.They also found such strategies increased student performance on a
191、ssessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instructio
192、n to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learning is by establishing effective feedback loops between students and te
193、achers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the
194、 student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented
195、effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Bec
196、ause of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as le
197、arningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summ
198、ative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are
199、 asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from ass
200、essments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work pr
201、ocesses and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learnin
202、g and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student e
203、ngagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackT
204、he characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally
205、 important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how to learn and to work in any environment or career.It positions students
206、 as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all ho
207、pe students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete co
208、urse work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people inherently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware
209、of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up for success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These includ
210、e:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in their notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This require
211、s students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities
212、 and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on the extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss
213、their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there
214、 are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support active learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a f
215、ew ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students options and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words
216、.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you can define success together.Use these to identify and share goals and success criteria,and then later use them for students
217、to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessm
218、ent strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students u
219、se to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their current level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change ve
220、rsus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For example,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have iden
221、tified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such as ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their
222、learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opportunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enabl
223、e students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop important skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up tim
224、e for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and tasks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,s
225、ocial skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when working on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Ac
226、tivate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment as a conversation about student performance and learning,and one that students can lead and contribute to.Give students opt
227、ions and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to create a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.A
228、sk students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and potential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into s
229、tudent thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No one likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about wha
230、t to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to and discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discuss
231、ed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consid
232、er doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students work individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work
233、 more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growth mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importanc
234、e of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways of responding to feedback and setbacks.This will help students think differently about feedback and it will help you build t
235、rusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity Education offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can p
236、rovide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students
237、 based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These includ
238、e:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate
239、 actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Designing effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing
240、feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating students as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting an
241、d revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflections,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teache
242、rs.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that a
243、nd the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOpportunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop
244、 skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-pac
245、ed course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level credit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars
246、 need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it
247、one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide teachers to make this possible.Contact us at teachersopportunityeducation.org Table of ContentsSummary 1Why active learning?2
248、Effective feedback requires active learning 3Feedback and assessment go hand-in-hand 4Assessment of/for/as learning 4Summative assessment 6Formative assessment 7How to make feedback effective 9Characteristics of effective feedback 9Students roles and responsibilities 10Recommendations 12Tools,resour
249、ces,and support for teachers 17Online tools 17Resources and support for teachers 20Take it one step at a time 20Citations 21Why active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video ga
250、mes,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active lea
251、rning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresente
252、d groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who partici
253、pated in courses that employed active learning strategies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectiv
254、ely incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne
255、way to foster student engagement through active learning is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contribut
256、ors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information te
257、achers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,ther
258、e would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment frame
259、d around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments
260、 are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and impro
261、ve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in t
262、he process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify studen
263、ts that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Refl
264、ect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make f
265、eedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas
266、:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipa
267、ting in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the fee
268、dback process is essential for students to learn how to learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions to
269、ward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps
270、teachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete course work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people i
271、nherently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up f
272、or success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These include:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in th
273、eir notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This requires students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success
274、 criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on t
275、he extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they
276、 will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support act
277、ive learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a few ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students optio
278、ns and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you
279、can define success together.Use these to identify and share goals and success criteria,and then later use them for students to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahea
280、d.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessment strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work
281、 products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students use to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their cu
282、rrent level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change versus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For ex
283、ample,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have identified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such
284、as ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an op
285、portunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enable students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop im
286、portant skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up time for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and
287、tasks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,social skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when w
288、orking on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Activate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment
289、 as a conversation about student performance and learning,and one that students can lead and contribute to.Give students options and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to cre
290、ate a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.Ask students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and p
291、otential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into student thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No o
292、ne likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about what to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to a
293、nd discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discussed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For
294、 examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consider doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students wo
295、rk individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a grow
296、th mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importance of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways
297、of responding to feedback and setbacks.This will help students think differently about feedback and it will help you build trusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity
298、Education offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can provide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such
299、 as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities
300、 supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These include:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any contex
301、t.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Des
302、igning effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating stude
303、nts as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting and revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,refle
304、ctions,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teachers.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessmen
305、t practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that and the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOppo
306、rtunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources
307、,such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-paced course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level
308、credit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all w
309、e can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide t
310、eachers to make this possible.Contact us at teachersopportunityeducation.org SummaryAs teachers,we all know that students learn more when theyre actively engaged in their learning.While there are many different ways to make learning more active,one strategy we are focused on is establishing effectiv
311、e feedback loops between students and teachers.Effective feedback helps students identify goals,evaluate and synthesize ideas,discuss their work constructively with others,and take actions to improve.Weve found that teachers who employ these strategies have more engaged and lively classrooms.And,as
312、a result,students develop self-regulation and critical thinking skills and practice a growth mindset.We have put together the following white paper on effective feedback loops.This paper summarizes the latest research,identifies best practices and provides tools and resources to help teachers engage
313、 their students with effective feedback strategies.These strategies are highly effective,and with resources and support from Opportunity Education they can be easy to implement.Moving Forward with Efective Feedback|1Why active learning?We all learn when we are completely absorbed in what we are doin
314、g.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engag
315、ed in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and
316、self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college stude
317、nts in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strategies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across sub
318、ject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this wa
319、y of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learning is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participat
320、e in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practi
321、ces,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing stude
322、nts,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedbac
323、k each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,
324、have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these asse
325、ssments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of p
326、oints,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings a
327、nd capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revi
328、se and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immedi
329、ately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other f
330、eedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at
331、 helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Fe
332、edback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how to learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choi
333、ces,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers