# data[].attributes.body
Feedback isn't just something that you give students based on the work they have done it also involves them telling you things. Having them give you feedback on the way things are going will help you to better your instruction.
Quote
"When students have the chance to tell me what they need, they empower me to revise and rethink my instruction."

# data[].attributes.body
1) Providing user-friendly feedback to students. I've had professors get really in depth with their feedback and technical in their language and the meaning of what they were attempting to say was lost.
2) Providing meaningful feedback. I had one professor that would just circle things or write question marks. We had no idea what he wanted and that made future assignments that much more challenging.
3) Knowing the difference between feedback and advice.

# data[].attributes.body
1. Feedback is a two way street.
2. There is a difference betweening feedback and giving advice to the student.
3. You don't need to praise the students work or discourage it. The best feedback is encouraging the student's work.

# data[].attributes.body
Many students don't understand that feedback is meant for them.

Self assessment can help students better understand feedback from others.

Feedback should be at or just above the student's level of learning.

# data[].attributes.body
Feedback is not merely advice or a score/evaluation, but it provides information regarding our efforts to reach our goals. We should ensure that feedback is goal referenced, and that we are not simply providing a value judgement or recommendations. We should also ensure that we, as well as our students, are actually using the information provided from the feedback. A students response to feedback is also important.

# data[].attributes.body
* Don't confuse Feedback with advice
* Feedback should be tangible and purposeful
* Feedback can be directed from another or discovered on your own (receiving verbal feedback or self assessment)

# data[].attributes.body
1. Feedback will help you reach a goal.
2. Do not confuse feedback with advice.
3. Use feedback as a tool to improve your learning not to discourage you from making revisions.

2 Way Street
1. Feedback should be given by both the student and the teacher.
2. Talk to the student one-on-one to get to the root of the problem.
3. Feedback can come in many forms even body language and facial expressions.

# data[].attributes.body
-Be timely with feedback (the sooner the better)
-Feedback vs evaluation and grades ("good work" is not effective feedback that is just an evaluation)
-make sure your feedback is concrete and applicable

# data[].attributes.body
There is a difference between feedback and advice.

Feedback only works if there is a specific goal in mind.

Good feedback is time sensitive.

# data[].attributes.headline
Three takeaways I received from the articles were that Feedback should not be confused with Advice. Feedback should be returned in a timely manner for the students benefit. Feedback should lend a helping hand for the student to arrive at their destination (it should not take them all on its own.)

# data[].attributes.subject
Three takeaways I received from the articles were that Feedback should not be confused with Advice. Feedback should be returned in a timely manner for the students benefit. Feedback should lend a helping hand for the student to arrive at their destination (it should not take them all on its own.)

# data[].attributes.body
Feedback like anything else is a tool, and should be available for the benefit of the student in addition to providing assessment for the teacher.

# data[].attributes.headline
7 KEYS: My three major "takeaways" were         1) Be consistent with the feedback given. Everyone deserves the same quality of feedback, even those doing well.             2)Give feedback in a timely manner so it can actually be of use to students!!                     3) Having "no time" isn't a good excuse. I learned is Psychology Applied to Teaching that tiered feedback could fix this. For example, everyone gets a rubric back with number as assigned to each category(Tier 1), but  if a student wants to know why they got that number, they can request it (Tier 2). Then I go back through and comment places where improvement is needed. For Tier 3, students can come to see me one-on-one if they still don't understand why

# data[].attributes.subject
7 KEYS: My three major "takeaways" were         1) Be consistent with the feedback given. Everyone deserves the same quality of feedback, even those doing well.             2)Give feedback in a timely manner so it can actually be of use to students!!                     3) Having "no time" isn't a good excuse. I learned is Psychology Applied to Teaching that tiered feedback could fix this. For example, everyone gets a rubric back with number as assigned to each category(Tier 1), but  if a student wants to know why they got that number, they can request it (Tier 2). Then I go back through and comment places where improvement is needed. For Tier 3, students can come to see me one-on-one if they still don't understand why

# data[].attributes.body
FROM HOW TO KNOW WHAT STUDENTS KNOW

1)We can't just do traditional Q/A to know what the entire class knows
2) The Ripple effect is a better alternative to #1
3)Using different techniques doesn't come naturally to teachers

# data[].attributes.body
Post something on here regarding feedback that you learned from the two articles you were required to read. I want you to include 3 major "takeaways" from both sets of reading. Focus on this question: What are the most significant things I've learned about providing feedback to students?