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In the video learning outcomes is a great measurable benefit that articulates at the outset what students should know, be able to do or value as a result of taking a course or completing a program.

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The Teaching Online Channel for Rural EFL Teachers

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Lesson plans are the teacher's roadmap for what students should learn and how to do it effectively in the classroom. Through it, appropriate learning activities can be designed and strategies can be developed to obtain information about student learning.
On the other hand, in lesson plans not everything goes exactly as planned, but one in which both students and teacher learn from each other.

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A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and how learning will be measured.
Lesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.

This ensures every bit of class time is spent teaching new concepts and having meaningful discussions - not figuring it out on the fly!
The most effective lesson plans have six key parts:
Because each part of a lesson plan plays a role in the learning experience of your students, it's important to approach them with a clear plan in mind.

Let's start with the first part of every lesson plan -- the lesson objectives!

1. Lesson Objectives

Lesson objectives list what students will be able to do after completing the lesson.
These objectives let you easily tell if your lesson has effectively taught your students new concepts and skills.

It can feel overwhelming to pin down specific takeaways for a lesson, but you can break the process into steps to do it in a breeze!

First, it's best to view your lesson objectives as goals for your class and students.

One of the most popular goal-setting strategies is the "SMART" criteria, which ensures goals are focused.

In the context of lesson planning, you can use the SMART criteria to determine your lesson objectives:

Is the objective specific?

Is the objective measurable?

Is the objective attainable by all students?

Is the objective relevant to your class and students?

Is the objective time-based to align with your syllabus?

For each objective, it's important to start with an action that relates to what students should be able to do after the lesson.

Depending on what topic you're teaching and the level of knowledge your students have, these actions will vary.

For example, when teaching brand new concepts, you may define actions like define, identify, explain, and determine.

However, if your lesson involves more advanced tasks, the objectives may include actions like create, use, perform, or measure.

To see these phrases in context, let's look at examples that a computer teacher might choose when teaching Microsoft Word.

For an introductory lesson about Microsoft Word, objectives could be:

Identify parts of the ribbon menu

Determine methods of selecting text in a document

In a more advanced class, objectives might include:

When creating your lesson objectives, keep in mind that it's easier to measure student success when you have specific goals.

Once you've put your lesson objectives together, it's time to tie them in with the next part of your lesson plan -- the related requirements!

2. Related Requirements

Related requirements are national, state, or school standards that dictate what you need to teach in a class.

If you teach a CTE course you likely need to tie your lessons to certification requirements as well.

Every lesson you teach should help you hit those requirements. Listing them in your lesson plans helps you satisfy those requirements while focusing on the end goal of your class!

On top of that, some administrators require teachers to distinctly show how they will teach course standards in each lesson.

If you put them on your lesson plans, you've got a quick reference to prove you're on the ball!

When listing course standards or certification items on your lesson plan, it's smart to use the exact organizational system found on your standards to make sure your class aligns.

If you don't have the specific outline for your course standards, ask another teacher or your administrator where you can find them.

To get detailed certification requirements, check the certification provider's website for an exam outline or test plan.

Laying out each lesson plan according to your requirements can be tedious work, but it will ultimately help you stay organized and aligned with what you're supposed to teach!

3. Lesson Materials

The third section on your lesson plan is the list of materials that you need to teach the lesson and measure student outcomes.
This section prepares you to deliver your lessons every day.

Without this list, you may accidentally forget to print an important document or sign out the shared laptop cart!

Common types of lesson materials include:

The list of materials for each lesson depends on what you plan to teach, how you'll teach it, and how you'll measure lesson objectives.

Because of this, many teachers compile their list of lesson materials in tandem with their lesson procedure!

4. Lesson Procedure

Your lesson procedure is an in-depth explanation of how the lesson will progress in the classroom.
The lesson procedure is essentially step-by-step instructions that walk you through everything from the time students enter the classroom until the bell rings at the end of the period.

It's smart to be very detailed in this portion of your lesson plan. After all, there will be cases when another teacher or substitute needs to fill in for you!

When writing your lesson procedure, you need to choose the type of activities that will help students meet the lesson objectives.

To do that, you can answer a list of questions, including:

How will you introduce the topic?

What's the best way to teach this information to your students?

How can you incorporate problem solving and critical thinking?

What real-life scenarios relate to this topic?

It's also a great idea to find out how other teachers address the topics in the classroom. You can do this by talking to coworkers, joining an online community, or searching for lesson ideas on educational blogs.

After writing out a rough draft of your lesson procedure, many teachers outline it according to a specific teaching strategy.

At AES, we recommend teachers use the four phases:

Phase 1 - Explore
In the Explore phase of your lesson, you'll introduce the objectives of the lesson and discuss key concepts students should know.
This portion of your lesson procedure may entail an icebreaker activity to get students thinking about a new concept.

In other cases, you might introduce the information by using a presentation to lecture while your students take notes.

Ultimately, the strategy you use in the Explore phase will depend on the topics you'll be teaching and your students' prior knowledge.

Phase 2 - Learn & Practice
In the Learn & Practice phase, your students will work independently to get into the details of your lesson.
If you use a textbook as your main curriculum resource, your students can read through an assigned passage to take notes or complete a worksheet.

If you use a digital curriculum system, it's the perfect time for students to work through the digital lessons and guided notes.

You may also incorporate a class activity, group work, or skills practice to further engage your students in what they're learning.

Overall, this phase will make up the bulk of your lesson time, so be sure to detail everything out in your lesson procedure!

Phase 3 - Reflect
In the Reflect phase, students will look back (and reflect on) what they've learned in the lesson.
Most often, teachers lead a class discussion with critical thinking questions for students to answer aloud or in their class journal.

It's important to list the questions you plan to ask within the lesson procedure, to make sure you don't forget anything!

Phase 4 - Reinforce
In the Reinforce phase, students will apply what they've learned through critical thinking activities.
Depending on the lesson, you may want students to complete these tasks individually or as part of a group.

This portion of the lesson procedure helps you gauge if your students will achieve the lesson objectives and often tie in with the assessment method!

5. Assessment Method

The assessment method measures whether your students learned a lesson's information and met your lesson objectives.
The methods listed on your lesson plan will most often be formative assessments and vary from lesson to lesson.

To start, there are dozens of ways to measure student learning through formative assessments. Some of the most common assessment options include:

In addition, your assessment method may be an in-class assignment or homework for students to complete prior to the next class.

When choosing your assessment method, it's important to incorporate your lesson objectives.

If an objective was related to understanding a concept, consider an assessment that requires students to explain that concept.

If an objective was for students to demonstrate a skill, design an assessment to confirm they can do that skill.

Also, while many assessments receive grades in a class, formative assessments don't always need to be graded!

Ultimately, the purpose of this assessment is to measure how well your students learned a lesson's material based on the way you presented information.

This measurement will help you wrap up each lesson plan with the lesson reflection.

6. Lesson Reflection

The lesson reflection portion of a lesson plan encourages teachers to take notes on how to improve a lesson after it has been completed.
By this point, your lesson has clear objectives, a plan for teaching, and a way to assess student learning.

But if you don't critically consider whether you succeeded, you're doing a disservice to your future students!

When completing your lesson reflection, ask yourself questions like:

Did a part of the lesson take longer than expected?

Was there a portion that students asked for a lot of help with?

Did students breeze through the information with no problem?

Were students engaged and interested in the lesson?

Essentially, you want to note any part of your lesson that didn't go as expected.

In addition, it's smart to record ideas for improvement or adjustments in this section as well.

That way, when you go to teach your lessons in the future, you have all of the information for improvement in one place!

Lessons Are Just the Beginning

Lesson plans are the first steps in creating a full-fledged curriculum for a class.

They dig into the details that ensure you teach the right information to your students at the right time, and they simplify your career by giving you a roadmap to follow each and every day.

But what about the big picture?

This is one of the hardest parts of teaching for educators throughout the world. It's not just the individual lessons that need your attention - it's the class as a whole!
To do that, you need to create a curriculum.
So where do you start?

Learn how to create your own curriculum now!

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What Is a Lesson Plan and How Do You Make One?

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A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and how learning will be measured. Lesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.

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A learning outcome is what a learner "can do" as a result of her/his learning experience. It describes a specific task that she/he is able to perform at a certain level of proficiency under a certain situation.

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Pink Green Modern Minimal Classroom Organization Graph

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Most of these components will already be in your lesson plans. Some of the categories that teachers should have in their lesson plans start with a title and a date for all lesson plans that are submitted. Other components required for a teacher's lesson include differentiated instruction for students with disabilities and ELL students. must also include technology standards, state standards, and cross-curricular standards when they apply to the lesson. This video is part of a teaching in education playlist designed to help educators answer some of the many questions teachers have during the school year. Remember, lesson planning is one of the most important components of teaching, yet many teachers don't spend enough time planning their lessons.

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As a commentary a textbook is a very important tool in your teaching arsenal. It is said, that teachers rely too much on textbooks and disregard other aids or other classroom materials. Some teachers reject a textbook-based approach to learning because textbooks are outdated or do not cover a topic or subject sufficiently. As a teacher, you have many decisions to make, and one of them is how you want to use the textbook. As good as they may seem at first glance, textbooks have some limitations.

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There are advantages and disadvantages to online and face-to-face learning.
In online learning, an advantage would be the freedom and flexibility in schedules, but a disadvantage is the lack of socialization in class. On the other hand, the advantages of face-to-face learning are several: a link is formed between teacher-students that will favor academic results, stimulates socialization, facilitates cooperative learning among students. However, a disadvantage is the fixed and structured schedules, and the time spent going to the study centers.

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Education and Information Technologies 23, 2141-2153 (2018) Cite this article

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Abstract

The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.

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Authors and Affiliations

1. Department of Child and Adolescent Studies, California State University, Fullerton, 800 N. State College Boulevard, Fullerton, CA, 92834, USA

Shu-Chen Yen & JudelMay Enriquez

2. California State University, Los Angeles, 5151 State University Drive, Los Angeles, CA, 90032, USA

Yafen Lo

3. Stanford University, 450 Serra Mall, Stanford, CA, 94305, USA

Angela Lee

Corresponding author

Correspondence to Shu-Chen Yen.

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Yen, SC., Lo, Y., Lee, A. et al. Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Educ Inf Technol 23, 2141-2153 (2018). https://doi.org/10.1007/s10639-018-9707-5
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DOI: https://doi.org/10.1007/s10639-018-9707-5

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# data[].attributes.attachment_link.title
Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities - Education and Information Technologies

# data[].attributes.attachment_link.description
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade.

# data[].attributes.body
Comment:

Blended learning is a type of teaching that combines face-to-face and online learning.
This type of learning allows students to remain close to the teacher and to clear up any doubts they may have in person. It also reinforces autonomous work.

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A Student-Centered Model of Blended Learning

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UNIT 1
Week 1: Lesson plans
Week 2: Lesson Planning
Week 3: Lesson Planning
Week 4: Lesson Planning
Week 5: Quiz 1
UNIT 2
Week 6: Project 1
Week 7: Selecting and adapting materials
Week 8: Selecting and adapting resources
Week 9-10: Selecting and adapting resources
UNIT 3
Week 11: Project 2 - Assessment and Evaluation
Week 13: Assessment and Feedback

Week 14: Assessment and Feedback
Week 15: Quiz 3

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Here, the graduate teacher reflects on her use and adaptation of a professional learning resource to teach a grid reference system in mathematics, as she prepares for and reflects on her teaching. Describe those aspects of the resource that you find particularly beneficial. These include: standards to be met by graduate teachers, planning advice, and recommendations on pedagogical approaches, including ICT.

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How to Select & Adapt Materials to Meet Student Needs

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critique and feedback - the story of austin's butterfly - Ron Berger

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There is often confusion between assessment and evaluation. Janet explains the difference between the two in this vlog.

Janet Hale is passionate about supporting educators in making curriculum decisions that ensure, enhance, and enrich learning and teaching experiences.

She specializes in curriculum mapping; curriculum design using various models and frameworks; standards literacy and alignment; and documenting learning to assist schools, districts, dioceses, higher-ed programs, and educational organizations and businesses with their curriculum, instruction, and assessment needs and improvement plans.

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What's The Difference? Assessment VS Evaluation

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https://www.sxu.edu/academics/programs/early-childhood-education/learning-outcomes.aspx
Comment:
Understand the fundamental concepts, reference tools and structures of content areas, including academic subjects, and be able to identify resources to deepen understanding. Use their own knowledge and other resources to design, implement and evaluate challenging and meaningful programmes that promote holistic development and learning outcomes for all young children. Candidates prepared in the Early Childhood Education degree programme see themselves as members and behave as members of the early childhood education profession. Candidates have at least field experience in at least two of the three early childhood age groups (birth to three, three to five, five to eight) and a variety of settings in which early education is provided (early grades, child care) and clinical. practice).

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Early Childhood Education Learning Outcomes

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The School of Education is dedicated to shaping early childhood education students into experts in their chosen career path.

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USING ART CRAFT IN EARLY CHILDHOOD EDUCATION.

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USING ART CRAFT IN EARLY CHILDHOOD EDUCATION.

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https://www.genesisglobalschool.edu.in/importance-of-art-and-craft-in-early-childhood-education/
Comment:
The arts and crafts teach children in a variety of ways, and they approach problems and challenges in creative ways. The process of creating helps students get in touch with a different side of themselves that they cannot access through other subjects, such as maths and science. According to the Raise Smart Kids website, arts and crafts programmes are often the first to be cut from school budgets in difficult financial times and this can have an impact on a child's learning process.

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Art and craft for kids play an important role in their early education and its value can be gauged from the fact that it has emotional, physical, cognitive and learning benefits. Whether it's sculpting miniatures out of clay or colouring with crayons, making origami shapes from paper or making a handmade birthday card, art and craft activities provide numerous benefits with a creative outlet.

Schools in India are increasingly laying emphasis on 'out-of-the box' learning by introducing art and craft for kids as a part of their curriculum and are ensuring that the students get ample opportunities for social, cognitive and physical development. Besides inculcating a deep sense of self-belief, decision making, memory and confidence, creative art and craft ideas for kids nurture the innovative spark and creativity among them. It also stimulates their interest and helps them develop their creative skills.

Here are some reasons why art and craft for kids should be a 'must-have' for all schools and parents:

Maths Concepts:

Art and craft ideas and activities reinforce math concepts like reasoning, analytical skills, problem solving skills, addition, subtraction, measurement, and spatial awareness. They not only develop these skills in young students in a playful way but also tickle the curiosity of the young minds. As children learn to assess shapes, sizes, cut things or create them, they use these skills to enhance their concept learning.

Fine Motor Skills:

Art and craft activities focus on fine motor skills in children as they experiment with a variety of fabrics, materials, colors and other things of all shapes and sizes and learn about their surroundings. As they learn to use their hands to cut, paste, hold crayons or anything else, they are strengthening their muscles and dexterity, and learning to coordinate their eyes and hands.

Helps in socializing:

An art class gives a child the opportunity to interact and socialize with other children with similar interests. Learning from others and sharing their creative thoughts can help build a child's vocabulary as well.

Quality time with family:

It's a great way to engage with parents, grandparents and extended family as little minds express their ideas to their elders, seek their participation and help. It not only strengths the bond between children and their families but also creates a repository of some artwork and memories.

Increases dexterity:

A child's agility and dexterity can be increased through arts and crafts. In addition to improving the student's fine motor skills, art & craft also improve manual dexterity, speed, and artistic ability.

Enhances innovation and creative ability:

To encourage innovation, children should have the opportunity to create whatever they want. And the ability to think and solve problems he or she might face while making something, enhances creativity.

Some creative art and craft ideas for kids include building a nature collage consisting of leaves, flowers, twigs and any naturally occurring material that catches their fancy, hand painting rocks and tiles, using craft sticks to build houses, cutting bell peppers or leaves dipping them in paint and using its imprint as a pattern on a cloth or paper, pressed flowers in a notebook, home -made playdoh using colours, flour and some water, collage of differently coloured paper among others.

The best learning is when a child is relaxed, absorbed in his surroundings and having so much fun while playing, he doesn't even realise that he's picking new skills. That is the real magic of the art and craft activities for kids. At Genesis Global School, arts & craft is the crucial part of the curriculum. The goal is to create a wholesome learning environment for children that will help them develop their talents, hone their skills, and achieve important developmental milestones.

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Benefits of Art and Craft in Early Age| Genesis Global School

# data[].attributes.attachment_link.description
Art and craft for kids play an important role in their early education and its value can be gauged from the fact that it has emotional, physical, cognitive and learning benefits. Whether it's sculpting miniatures out of clay or colouring with crayons, making origami shapes from paper or making a handmade birthday card, art and craft activities provide numerous benefits with a creative outlet.

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Difference between arts and crafts in early childhood education.

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Difference between arts and crafts in early childhood education.

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Comment:
I realise that children can make choices during a craft, such as choosing the colour of paint or paper or placing the eyes where they want in our example of the tubular pig.  In arts and crafts they do have a fixed outcome which does not leave much room for creativity, experimentation and individuality (individual bias). Also, remember that the process involved in creating a craft requires fine motor control; they do not provide the practice and exploration necessary for fine motor development.

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Difference between arts and crafts in early childhood education.

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Why include arts and crafts in early childhood education programmes? 

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Why include arts and crafts in early childhood education programmes? 

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Comment:
Crafts and art are an integral part of a child's learning process, as they enrich the learning experience and help in the development of a variety of skills. Claudia Monsalvo also explains in this video how arts and crafts can help strengthen and inspire children's imagination and develop their skills.

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La importancia de las manualidades en el aprendizaje del niño- educaKids.com

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Las manualidades son una parte esencial dentro del proceso de aprendizaje de un niño porque hacen más enriquecedor la experiencia del aprendizaje y porque ayudan al desarrollo de diversas habilidades en el niño. Claudia Monsalvo nos explica además en este video cómo las manualidades ayudan a potenciar y a estimular la imaginación del niño y a desarrollar sus capacidades.

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STRATEGIES TO GIVE FEEDBACK ON LEARNING 

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STRATEGIES TO GIVE FEEDBACK ON LEARNING 

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Feedback helps the child to understand their ways of learning and assess their achievements in learning, this happens when the teacher accompanies the student in a process of reflection on how he is learning and what she achieves with that learning.

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¿¿How to prepare feedback for your students

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Summative Assessment

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Summative Assessment (Strategic Assessment System, Part 3)

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Formative Assessment

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Formative Assessment (Strategic Assessment System, Part 1)

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Difference between formative and summative evaluations 

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Difference between formative and summative evaluations 

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Formative assessment is used to obtain information on the level of understanding that each student has achieved throughout the teaching-learning process. Summative assessment, on the other hand, is used in traditional teaching. Summative assessment is a final evaluation, without taking into account the whole process, to verify the results obtained at the end of a lesson or a didactic unit.

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Feedback is an essential pedagogical element in which teachers provide students with information about their performance. It also provides points that can be improved, so it is important in the teaching-learning process.

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Comment:
The purpose of feedback in the assessment and learning process is to improve student performance and among its benefits are that it improves student confidence, self-awareness and enthusiasm for learning.

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14 Ways to Give Students Meaningful Feedback

If you've ever spent time around toddlers learning to walk, you've probably noticed an odd phenomenon: when they lose their balance and fall to the ground, they usually look to the grown-ups before deciding how to react.

Often, if their grown-up shows signs of distress or worry, the toddler will become upset themselves and start to cry. But if the grown-ups are cheerful, encouraging, and confident, those toddlers will usually get right back up and start walking again.

Why? Because they've learned from the reactions of those around them-they've responded to direct feedback.

Feedback is an integral part of the learning process, even from a very young age. How others respond to our actions gives us clues as to how we should feel about ourselves, and acts as a guide for what we'll do next.

Of course, as educators we know the importance of giving our students meaningful feedback. But how can we understand the types of feedback that are most valuable, and how can we be sure we're offering suggestions that really make a difference in our students' learning?

Feedback and the Brain

Understanding how feedback works during the learning process can help you make informed decisions about how to provide the right kind of feedback for your students.

As we know from studying neuroscience and growth mindset practices, our brains have the potential to be constantly changing. When we perceive new stimuli, they enter the brain through our sensory perceptions and make connections and pathways between our neurons. When we learn from feedback responding to the stimuli-or to the actions that resulted from it-these pathways form circuits that help determine our future behavior and decision-making.

Because feedback from another person is also a form of external stimuli, the way we choose to give feedback to young learners can have an impact on how these circuits are formed to determine their future choices.

Although many of us may not consider the feedback we give our students to be a reward or a punishment, research shows that the brain sees things differently-those neural pathways still respond to feedback as though it's an external motivator.

This means that the way you choose to give feedback is essential to how your students respond to it. Because we typically use verbal or written language to give feedback, the context, tone, and vocabulary we choose can determine how it's received, and therefore how it affects students' neural pathways and future decisions.

When giving students feedback, keep these tips in mind:

1. Praise their efforts, not their talents.

It's tempting to tell our kids just how smart and talented we think they are, but this type of praise may actually have a negative effect in the long run.

To help kids develop a growth mindset, we should praise growth-oriented behaviors-like hard work-instead of seemingly "fixed" qualities like talent or intelligence. Try using praise like "I am so proud of all the effort you put into this," or "All your hard work really paid off."

2. Mistakes and errors don't need to feel negative.

People with a growth mindset know that mistakes are part of the learning process, and that real learning can't happen without them. In fact, people learn far more from their mistakes than from their achievements-so mistakes should be something to celebrate!

Encourage your kids to shift their mindset and wear their temporary failures with pride. After all, "the only true failure can come if you quit!"

3. Be specific.

General feedback like "great job" or "almost there" is easy to give, but not always easy for the recipient to understand.

Offering feedback detailing exactly what students are doing well, or what they need to improve upon, can be infinitely more effective.

4. Explain feedback wherever possible.

Take specific feedback even further by offering detailed explanations of why you chose to make those suggestions.

For example, "Use more descriptive words" may be helpful feedback for students' writing, but it can be made even more useful with a reason why: "Adding more descriptions here will help paint a picture in your readers' mind."

5. Start with a clear goal.

If students know where they're headed from the start, they'll more easily be able to check back in during the process to make sure they're on track.

A clear, concise learning objective also serves as a reference point for you as you offer students feedback. If you're not sure where students' destination is, how can you be sure that they're going the right way?

6. Keep it timely.

Feedback is most valuable when it is given immediately following the task, or even during the process of completing it. The longer you wait between students' activities and giving your feedback on it, the less relevant your comments become.

Whenever possible, try to engage in feedback as students are working, or as soon as possible.

7. Feedback isn't just for finished work.

Many teachers only provide feedback at the end of a completed task-after a test, an essay, a project, and so on. But the most effective feedback is actually given during the creation process, because it gives students the chance to shift and pivot their work in the moment.

Try to be present to offer feedback to students throughout every step of the process, so they can put your suggestions into practice right away.

8. Give feedback one-on-one.

The best feedback is given on a personalized, individual level, rather than as addressed to an entire group. Studies show that when feedback is given to a whole group, most of the group members' natural assumption is that the feedback applies to everyone else-so they aren't likely to take it into consideration for themselves.

By offering personal, one-on-one feedback, you're showing your students that you're aware of what they're doing on an individual level, and that you're there to support them.

9. Allow time for questions and discussion.

Sometimes, the feedback we offer our students may not resonate completely with them the first time around. By offering students a chance to ask questions about feedback, we can give them an opportunity to understand it with greater depth.

Discussing their feedback-either with the teacher or a group of peers-can also be a great way to help students consider their feedback beyond the surface level.

10. Student autonomy facilitates self-reflection.

Having students reflect on their own work is a common practice in many classrooms, but this loses a lot of its value when the teacher is still the one setting all of the expectations. Having students conduct a self-reflection on a teacher-directed task isn't much more than having them guess what you will think-hardly a good use of their time!

But when students are part of the goal-setting process, self-reflection becomes much more powerful. Giving students the autonomy to guide their own learning process will better enable them to stop and reflect meaningfully as they go.

11. Feedback should come from many different sources.

While it's easy to assume that the teacher always knows best, many subjects (such as writing) can be very subjective.

The feedback that resonates most with students doesn't always come from the teacher, so encourage your students to seek our feedback from their peers, families, heroes, and any other useful source they can find.

12. Teach students how to give (and recognize) useful feedback.

Not all feedback is created equal, and knowing how to disregard useless feedback is just as important as learning to implement what's useful.

By teaching students to give quality feedback to their peers, you're also showing them what quality feedback looks like when it's coming back to them.

13. Give feedback based on concept understanding, not task completion.

It's easy to measure student success based on whether or not students did the thing you asked them to do-but is this really an accurate measure of learning? Often, the task we set for students is closely related to the concepts we want them to learn-but the two are not synonymous.

It may be that students understand the concept perfectly, but weren't able to execute the task exactly as outlined. So next time you're making a project rubric, it might be worth asking yourself whether "eye contact with the audience" during a book report is a true measure of students' understanding of the book!

14. Reach beyond "good enough."

I had a high school English teacher who always said, "Writing is never done, it's just due." There are always things to improve upon when it comes to learning, and the right feedback can encourage students to take that next step forward.

Challenge students to think of other ways they could solve a problem, further research they could conduct in a subject, or practical ways of using their new understanding.

How do you give meaningful feedback in your classroom? Let us know by connecting with us on our social channels!

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14 Ways to Give Students Meaningful Feedback - Studycat

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How do students know when they're on the right track, and when it's time to redirect? Learn how to give student feedback to guide them!