HLPs #8 and #22 Provide Positive & Constructive Feedback to Guide Students' Learn

Summary

This video explores High-Leverage Practice (HLP) numbers 8 and 22: providing positive and constructive feedback to guide students' learning and behavior. It emphasizes how feedback impacts both academic and behavioral domains, offering strategies for special education teachers. The video outlines four key components of effective feedback: being goal-directed, constructive, immediate, and respectful. Through real classroom examples, it shows how feedback helps students bridge the gap between their current and desired performance levels. Teachers are encouraged to use specific, timely, and encouraging feedback to support students' learning progress.

Takeaways

• 🎯 The video covers High-Leverage Practices 8 and 22, focusing on providing positive and constructive feedback to guide students' learning and behavior.
• 📚 There are 22 High-Leverage Practices in special education, divided across four domains, with feedback being crucial in both instructional and social-emotional domains.
• 📝 Effective feedback reduces the gap between students' current knowledge and what they need to learn, motivating them toward improvement.
• ⏱️ Timely feedback, delivered immediately after a student response, is a hallmark of effective feedback, and it can be oral, written, or non-verbal.
• 🎯 Feedback should be goal-directed, helping students understand their progress toward specific learning goals.
• 🔄 Constructive feedback provides students with specific guidance on their performance and next steps for improvement.
• 🚀 Immediate feedback helps students correct their errors quickly, preventing them from practicing mistakes and reinforcing learning.
• 💡 Effective feedback is also respectful and positive, focusing on students' successes and progress rather than on their deficits.
• 🙌 Feedback should be individualized based on student needs and aligned with their learning goals, fostering independence and engagement.
• 🌟 The four key components of effective feedback are: it must be goal-directed, constructive, immediate, and respectful/positive.

Q & A

What is the main purpose of this video on High-Leverage Practices (HLP)?

The video aims to guide general and special education teachers on how to effectively deliver positive and constructive feedback to students in both academic and behavioral domains.

Why does 'Provide positive and constructive feedback' appear twice in the list of HLPs?

It appears twice because of its dual implications for the social/emotional/behavioral and instruction domains.

What is the main difference between simple praise and more effective feedback?

Simple praise and corrective feedback can be helpful, but more effective feedback is specific, goal-directed, and helps students understand their progress toward learning goals.

What are the four key components of effective feedback described in the video?

The four key components are: 1) Feedback is goal-directed, 2) Feedback is constructive, 3) Feedback is immediate, and 4) Feedback is respectful and positive.

Can you explain what 'goal-directed feedback' entails?

Goal-directed feedback is when teachers set clear academic or behavioral goals for students and provide feedback that helps them move closer to achieving those goals.

Why is it important for feedback to be immediate?

Immediate feedback allows students to make corrections quickly, preventing them from practicing incorrect behaviors and helping them understand why they are receiving feedback.

What does constructive feedback involve?

Constructive feedback provides specific steps for students to improve their performance, helping them address mistakes rather than simply noting whether their answers are correct or incorrect.

How should teachers handle feedback when a student makes an error?

Teachers should give feedback that not only corrects the error but also provides guidance on how the student can fix it, while keeping the feedback respectful and focused on the student's progress.

Why is positive and respectful feedback critical, especially for students with disabilities?

Positive and respectful feedback motivates students, focuses on their progress, and avoids comparing their performance negatively to others, which can be particularly discouraging for students with disabilities.

How can feedback support both academic and behavioral learning?

Feedback in both academic and behavioral contexts helps students understand their progress, keeps them motivated, and guides them toward achieving specific goals, improving their overall learning and behavior.