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Challenging Learning Through Feedback

Challenging Learning Through Feedback
How to Get the Type, Tone and Quality of Feedback Right Every Time

Foreword by Larry Ainsworth

© 2017 | 184 pages | Corwin

Using feedback to enhance learning 

Feedback has the potential to dramatically improve student learning – if done correctly. In fact, providing high quality feedback is one of the most critical roles of a teacher. But if feedback is not done correctly it can have a minimal – or even negative effect – on learning. Challenging Learning Through Feedback provides educators with the tools they need to establish clear learning intentions and success criteria in order to craft high quality feedback and avoid common feedback mistakes. Readers will learn

  • When feedback is (and isn’t) working
  • How to design feedback so that it answers three essential questions
  • Strategies for crafting clear Learning Intentions and Success Criteria
  • How to teach students to give high quality feedback to themselves and others

Written by educational innovators James Nottingham and Jill Nottingham, this book is full of specific examples for educators who want to understand the qualities of excellent feedback and how to craft it.  

"Feedback – a noun or a verb? A separate practice or an integral part of the learning process? Something we do ‘to students’ or ‘with students’? The Nottinghams sort it all out for us – the ‘what,’ ‘why,’ and ‘how’ of the process and the practice of feedback.”
Barb Pitchford, Co-author
Leading Impact Teams: Building a Culture of Efficacy (2016)

"Finally a practical book on feedback for teachers! It is written with the teacher in mind, lesson plan in hand, and relevant to all in education. The perfect school-wide study book!"
Lisa Cebelak, Education Consultant
Grand Rapids, MI
List of Figures
The Challenging Learning Story
Foreword by Larry Ainsworth
About the Authors
The Language of Learning
Chapter 1: Setting the Scene
1.0 Why Read Yet Another Book About Feedback?  
1.1 What Is Feedback?  
1.2 Assessment: To Sit Beside  
1.3 Four Levels of Feedback  
1.4 Matching Feedback to Levels of Understanding (Using the SOLO Taxonomy)  
1.5 Praise vs. Feedback  
1.6 Does Grading Count as Feedback?  
1.7 Other Types of Feedback  
1.8 Review  
1.9 Next Steps  
Chapter 2: Current Reality
2.0 What Is Your Feedback Like Now?  
2.1 Characteristics of Excellent Feedback  
2.2 Corrective, Component and Comprehensive Feedback  
2.3 Extending Feedback  
2.4 Review  
2.5 Next Steps  
Chapter 3: Creating a Culture for Feedback
3.0 Feedback Utopia  
3.1 Ten Ways to Build Toward Feedback Utopia  
3.2 Review  
3.3 Next Steps  
Chapter 4: Goals Before Feedback
4.0 Feedback Should Refer to Learning Goals  
4.1 Long-Term and Short-Term Goals  
4.2 Learning Intentions (LI) and Success Criteria (SC)  
4.3 How to Design Effective LI and SC  
4.4 Example LI and SC to Use With Five- to Eleven-Year-Olds  
4.5 Example LI and SC to Use With Eleven- to Eighteen-Year-Olds  
4.6 Learning Goals for Working Together  
4.7 Review  
4.8 Next Steps  
Chapter 5: Taxonomies to Support Goal Setting
5.0 Learning How to Learn  
5.1 Using Taxonomies Wisely  
5.2 Bloom’s Taxonomy (and Beyond)  
5.3 The EDUCERE Taxonomy of Thinking Skills  
5.4 The ASK Model  
5.5 Footnote to Taxonomies: Beware!  
5.6 Review  
5.7 Next Steps  
Chapter 6: Feedback and the SOLO Taxonomy
6.0 The SOLO Taxonomy  
6.1 How the SOLO Taxonomy Relates to the Learning Challenge  
6.2 How the SOLO Taxonomy Relates to Feedback  
6.3 How the SOLO Taxonomy Relates to Learning  
6.4 The SOLO Treehouse  
6.5 Review  
6.6 Next Steps  
Chapter 7: Seven Steps to Feedback
7.0 Background  
7.1 Using the Seven Steps to Feedback  
7.2 The Seven Steps to Feedback: Some Final Thoughts  
7.3 But There’s No Time!  
7.4 Review  
7.5 Next Steps  
Chapter 8: Tools for Feedback
8.0 Using the Learning Challenge to Generate Feedback Questions  
8.1 Learning Challenge Feedback Questions: Stage 1  
8.2 Learning Challenge Feedback Questions: Stage 2  
8.3 Learning Challenge Feedback Questions: Stage 3  
8.4 Learning Challenge Feedback Questions: Stage 4  
8.5 Learning Detectives  
8.6 Examples of Clues for Learning Detectives to Search For  
8.7 Review  
8.8 Next Steps and Further Reading  
Repertoire and Judgment Notes

"This is a timely well researched, practical view into the teachers’ view of Visible Learning and all this research can do to advance learning for all students. Written in an engaging, example filled, light humorous style it gives the reader some real practical examples of formative assessment strategies, clarity about learning intentions and success criteria, the essence of good lesson design. It’s what we have been waiting for to make Visible Learning come alive for our teachers in the classroom."

Ainsley B Rose, Corwin Consultant
West Kelowna BC, Canada

"This was a thought provoking read and one I will reference over and over again. The authors have created a thorough reference for all teachers working to make their feedback impact learning, not only student learning, but their own. This will be a valuable reference for educators for years to come. I think that this reaches beyond classroom walls and will also help administrators model feedback for teachers and make an impact on the growth of student achievement."

Katina Keener, Elementary Principal
Hayes, VA

"This book is a must-have for teachers. It’s easy-to-read and easy-to-implement. Feedback provided at the right time and in the right manner increases student motivation and learning outcome.  It is relevant for all grade levels."

Joyce Sager, Reading Teacher for Dyslexic High School Students
Gadsden, AL

"A great tool for professional development and personal growth for any educator. This book is the add-on I need during feedback sessions. Teachers need the examples and explanations this book offers."

Harry Dickens, Education Consultant
Texarkana, TX

"With the rapid emergence of formative assessment used in support of learning, refinements also are emerging in our understanding of how to use of descriptive feedback during learning to promote student success.  This new book provides the most up-to-date and complete treatment synthesis of those understandings.  Rare is the book that offers guidance both to scholars and practitioners, but this book does both."

Rick Stiggins, Assessment Consultant
Corwin Author
Key features
Teachers and educators will find:
  • How to know when your feedback is (and isn't) working
  • How to craft feedback so that it answers the three essential questions
  • Humorous vignettes of feedback done right and wrong
  • Practical strategies for crafting clear Learning Intentions and Success Criteria
  • Strategies, templates, and rubrics for providing feedback tied to learning goals
  • How to teach students to provide high quality feedback to themselves and others

Sample Materials & Chapters

Chapter 1

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