87 search results for feedback

4 common misconceptions about feedback: An excerpt from The Feedback Process
There are many popular misconceptions about the content of feedback in the literature. Most misconceptions about feedback result from a more traditional view of feedback as information transmitted to a learner by a knowledgeable other as a part of assessment or evaluation.
http://www.learningforward.org/publications/blog/learning-forward-blog/2016/05/02/4-common-misconceptions-about-feedback-an-excerpt-from-the-feedback-process
4 common misconceptions about feedback: An excerpt from The Feedback Process, There are many popular misconceptions about the content of feedback in the literature. Most misconceptions about feedback result from a more traditional view of feedback as information transmitted, : Feedback occurs only in performance evaluation. This is understandable since most supervisors provide feedback during the dreaded annual performance review. When feedback is associated only, of organization performance, four directly relate to the presence of feedback. Misconception 2: People
Tools for Schools, August/September 2006, Vol. 10, No. 1
Snapshots of learning: Classroom walk-throughs offer picture of learning in schools
http://www.learningforward.org/publications/blog/tools-for-learning-schools/2006/08/01/tools-for-schools-august-september-2006-vol.-10-no.-1
Published on August 1, 2006 Read this Issue Members: Download Now Issue Contents Snapshots of learning: Classroom walk-throughs offer picture of learning in schools Download Now By Joan Richardson Walk-through plan Download Now Tool to support walk-throughs. Walk-through individual feedback form Download Now Tool to support walk-throughs. Walk-through group feedback plan Download Now Tool to support walk-throughs. Resources
Tools for Schools, October/November 2001, Vol. 5, No. 2
Seeing through new eyes: Walk throughs offer new way to view schools
http://www.learningforward.org/publications/blog/tools-for-learning-schools/2001/10/01/tools-for-schools-october-november-2001-vol.-5-no.-2
Published on October 1, 2001 Read this Issue Members: Download Now Issue Contents Seeing through new eyes: Walk throughs offer new way to view schools Download Now By Joan Richardson Walk-through plan Download Now Walk-through - Individual feedback form Download Now Walk-through - Group feedback form Download Now Resources about walk-throughs Download Now Dr. Developer Download Now
The Learning System, Summer 2012, Vol. 7, No. 4
The art of feedback: Support observers with a system that ensures learning-focused conversations
http://www.learningforward.org/publications/blog/the-learning-system/2012/08/13/the-learning-system-summer-2012-vol.-7-no.-4
Read this issue Members: Download Now The art of feedback: Support observers with a system that ensures learning-focused conversations Members: Download Now Feedback conversations are often sources of anxiety that can hinder the learning and improvement process, so how the feedback is delivered is as critical as what is being delivered. Learn how to turn givers and receivers of feedback, for planning and A template for reflecting Members: Download Now Feedback is the beginning
The power of words to spark positive change
How do you use the power of words to spark positive change? How are words being used in your setting to create a culture of caring? Words matter. They can offer perspective, insight, and understanding. Words can bring encouragement and hope.
http://www.learningforward.org/publications/blog/learning-forward-blog/2015/08/10/the-power-of-words-to-spark-positive-change
this debrief and given meaningful feedback. Effective feedback is built on carefully chosen words. What if the administrator offered helpful feedback, asked reflective questions and invited the teacher’s input about the lesson? Feedback is information about how someone is progressing toward meeting a goal. Advice and value judgments are not feedback because they lack information that can inform next steps. Constructive feedback is goal-oriented, results-focused, actionable, specific, timely
Tools for Schools, February/March 2010, Vol. 13, No. 3
Powerful coaching energizes learning
http://www.learningforward.org/publications/blog/tools-for-learning-schools/2010/02/01/tools-for-schools-february-march-2010-vol.-13-no.-3
Published on February 1, 2010 Read this Issue Members: Download Now Issue Contents Powerful coaching energizes learning Members: Download Now By Valerie von Frank NSDC tool: Coach needs assessment Members: Download Now NSDC tool: Critical events analysis Members: Download Now NSDC tool: Left-hand column process Download Now NSDC tool: Feedback protocol Members: Download Now
6 important topics for learning in 2015
Windshields are larger than rearview mirrors so that we may focus on the road ahead while occasionally looking behind for perspective and course corrections. My resolution for 2015 is to learn more about six topics that will help us make sense of the continuously shifting educational landscape so that we can focus on next steps for student success.
http://www.learningforward.org/publications/blog/learning-forward-blog/2015/05/07/6-important-topics-for-learning-in-2015
, this knowledge will positively impact their practice and student learning. Feedback: Utilizing the power of words Building a culture of trust where educators are skilled at giving and receiving feedback, . Feedback is the beginning of a conversation that leads to improved instructional practice. Feedback is also an integral link to conversations about teacher evaluation. Effective feedback is built, feedback, and help inform personalized instructional practices. Emerging technologies hold
JSD, December 2014: Teacher evaluation
Learn how to make teacher evaluation a growth process.
http://www.learningforward.org/publications/blog/jsd/2014/11/21/jsd-december-2014-teacher-evaluation
to feedback and collaboration By Ellie Drago-Severson and Jessica Blum-DeStefano A new approach to feedback, called feedback for growth, intentionally differentiates feedback, , not dread: Create a feedback culture that leads to improved practice By James L. Roussin and Diane P, that feedback will be accepted and acted upon, evaluators need to understand the obstacles to receiving feedback and learn ways to overcome them. Partners with a purpose: District and teachers union
The Leading Teacher, Winter 2013, Vol. 8, No. 2
Students talk back: Opportunities for growth lie in student perceptions
http://www.learningforward.org/publications/blog/the-leading-teacher/2012/12/18/the-leading-teacher-winter-2013-vol.-8-no.-2
: Build student feedback on trust and respect Consulting students about what they need to learn, planning to engage student feedback. Members: Download Now Advancing the standards: Coaches, constructive feedback to enhance and strengthen implementation and outcomes. View Now Additional
Professional learning drives Common Core and educator evaluation
http://www.learningforward.org/publications/blog/knowledge-briefs/2014/02/13/professional-learning-drives-common-core-and-educator-evaluation
, learners address their specific learning needs, have ongoing opportunities for practice and feedback