Description

We kick off our series on feedback with a pair of haikus from Mellisa and Serena:

Feedback can be harsh

What else will I have to change?

Now, is it better?

***

Feedback helps your growth

Done well, not ‘bout your self worth

Needed when remote

***

These poetic gems weren’t just included to embarrass the co-hosts, but to serve as models for pieces of work that might receive feedback. Spencer then uses Hattie and Timperley’s four levels of feedback (task, processing, self-regulation, and self) to let them know how they did.

Resources from the episode:

• Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen & T. Postlewaite (Eds.), International encyclopaedia of education (2nd ed., pp. 5738-5745). Oxford, UK: Pergamon
  
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  
  
• Brookhart, S. M. (2017).  How to Give Effective Feedback to Your Students. (2nd Ed.) ASCD, Alexandria VA
  

Theme music created by Moore Square Magnet Middle School’s Maya Smith

Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler

Data, Research, and Accountability department for the Wake County Public School System