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145: Flash Feedback: More Meaningful Feedback in Less Time

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Best Tools for Giving Student Feedback  - What's Up Wednesday

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Behavior-specific praise is a positive statement directed toward a student or group of students that acknowledges a desired behavior in specific, observable, and measurable terms. An educator using behavior-specific praise explicitly states the exact behavior the student demonstrated to meet expectations.

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What is providing feedback to students?

Feedback supports learning by focusing students' attention on specific aspects of their work and supporting their ongoing learning. Good feedback is specific, focused, and not overwhelming in scope, and supports students' positive perceptions of their own capability. Giving skillful feedback requires the teacher to make strategic choices about the frequency, method, and content of feedback and to communicate in ways that are understandable by students.

How does providing feedback to students advance justice?

Providing feedback that helps students to see their strengths and focus on areas for improvement enables teachers to partner with and empower learners. When lacking feedback, students can feel invisible, uncertain about the quality of their work, and unclear about what to do next. Skillful feedback, whether offered publicly or privately, positions learners as visible, valued, and in control of their learning. It demonstrates respect for students' ideas and work by taking them seriously.

Equitable provision of feedback requires that teachers understand and intentionally work against normalized patterns by which Black, Latinx and Native American children receive significantly less feedback than their peers. Often the feedback they receive is negative, based on teachers' misunderstandings of children's thinking, or is non-academic.

The measure of feedback lies less in what the teacher says than in what students interpret the teacher as having said. Feedback that students interpret as affirming students' capacity and supporting their learning not only helps them improve their work or thinking in a particular moment, but supports ownership of their learning and their identity as practitioners of an academic discipline.

What are the elements of the practice?

The diagram below breaks down work that teachers do when they are providing feedback to students. This breakdown, or decomposition, helps teacher educators to break down the practice into a set of parts that can be observed and practiced.

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Providing feedback to students - TeachingWorks Resource Library

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Skip to main content Feedback supports learning by focusing students' attention on specific aspects of their work and supporting their ongoing learning. Good feedback is specific, focused, and not overwhelming in scope, and supports students' positive perceptions of their own capability.

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Classroom and Behavior Management | CEEDAR

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These tools and practices involve multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports. As participants gain knowledge about how to use these tools and practices effectively, they will become proficient in using behavioral data to guide intervention decisions, matching the behavioral intervention to the function of behavior and the intensity of a student's needs.

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Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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HLP #18: Use Strategies to Promote Active Student Engagement

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This video defines and provides background on high-leverage practice (HLP) 18 and highlights three essential components of this HLP, demonstrating these components through video clips from real classrooms. The three key components highlighted in this video are the importance of building positive teacher-student relationships, using a variety of strategies for ensuring student engagement during lessons, and actively monitoring for engagement while providing ongoing feedback.

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HLPs #8 and #22: Provide Positive and Constructive Feedback to Guide Students' Learning and Behavior

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This video introduces and defines high-leverage practices (HLPs) 8 and 22 and provides the rationale for this practice appearing twice on the list of HLPs. The video also features four teachers demonstrating examples of the four key components of this HLP. These four key components are that effective feedback is goal directed, constructive, immediate, and respectful/positive.