# data[].attributes.headline
I liked the clear examples of Feedback vs. Evaluation and Feedback vs. Advice in the Seven Keys article!  I find myself leaning toward advice before giving appropriate feedback.

# data[].attributes.subject
I liked the clear examples of Feedback vs. Evaluation and Feedback vs. Advice in the Seven Keys article!  I find myself leaning toward advice before giving appropriate feedback.

# data[].attributes.body
There were two concepts in this article that were really helpful for me. (They seem to be the common refrain among all of the responses, so please excuse my repetitive contribution.) First, I felt convict by the author's differentiation between feedback and advice. With so many students working through the same courses at different times and paces, I find that I occasionally feel like I'm being redundant or repetitive and I simplify my comments to the advice moving forward without as much of the logic behind that advice because I feel like I've already said it. However, this is a reminder that I need to take a moment to set my purpose or intended outcome before providing feedback just like I expect students to work to understand the purpose and specific skill they're meant to be developing on any given assignment. Remembering that the advice can feel "tangential" or "unhelpful and annoying" if I don't explain the why behind it will help to ensure that my commentary is truly effective and meaning for students. The second concept in this article that was particularly striking (and validating) is the idea that "Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning." There are times when I struggle with feeling like I should be engaging in more teacher-y behaviors - providing more of a lecture, imparting more knowledge and insight regarding my analysis of a beloved text, etc. - during class time. I've worked hard to cultivate a student-centered class environment where thinking happens, students engage with each other as much if not more than with me, and meaningful products are the outcome of our hard work. This confirms that the time conferencing, providing feedback on 2nd, 3rd, and 5th drafts, and spending extended time on perfecting and deepening understanding of a skill rather than moving on to the next thing on the list or cramming in one more of my favorite texts is the right choice.

# data[].attributes.headline
Reflect and comment on the two reading articles about effective feedback.  You may "like" another's comment with a star!  :)

# data[].attributes.subject
Reflect and comment on the two reading articles about effective feedback.  You may "like" another's comment with a star!  :)

# data[].attributes.body
" Feedback should reference assignment criteria" - use and reference the rubrics used in the lessons when giving feedback. Help students refer to specific criteria in the rubric so that they utilize rubrics more as well.

# data[].attributes.body
...spend the most time on the activities with the highest impact and the least time on the activities with the lowest impact.

# data[].attributes.headline
Feedback is attached to a tangible goal. 

# data[].attributes.subject
Feedback is attached to a tangible goal. 

# data[].attributes.body
Use automatic messages specifically to help you manage your time with feedback. I have specific messages I use for essay feedback where I use the same reflection questions but have space for me to add my specific comments to the assignment. This allows me to give specific feedback while also helping me with time management.

# data[].attributes.body
Feedback should be concrete and specific so students understand which portion of the task they completed incorrectly or which course material they failed to understand.

# data[].attributes.body
Feedback is goal-referenced and teaching less, provide more feedback, produces greater learning.

# data[].attributes.body
"Teaching less and providing more feedback leads to more learning." This makes so much sense because it elicits that metacognition of reflection and thinking about how to apply it next time, instead of just thinking about what they need to do this time to get the grade.

# data[].attributes.body
The act of learning is directly related to how one perceives if they've met a goal or not.

# data[].attributes.body
Concrete, effective and useful

# data[].attributes.body
When delivered effectively, feedback is a tool that develops cognitive understanding, motivation and engagement, and interpersonal connections.