Feedback: Research & Results in the Classroom


Recently, I have been wondering what types of feedback would best support my students in preparation for first grade. Wishing to be a successful teacher, I have to ask the right questions, seek answers, and also extend questions to my students. I have kept searching for better ways to provide feedback and researching within my own classroom following the model below. The posted video is a short clip from a balloon math lesson in which students with a partner counted how many times they could bounce a  balloon in the air. Then they were to add their individual counts together to create a total number. This short clip is just to demonstrate an action and assessment period--the students' action was to turn and talk with a partner and my assessment what to collect their results. After this lesson I realized that I could have provided better feedback so I started asking myself deeper questions surrounding that aspect of this instructional triad. I have found throughout this year that the more I ask questions as a form of feedback, the more self-reflective and communicative my students become. 




In addition to looking at the action and assessment in my own classroom, I have sought out published research and blogs to to find out what is the best way to implement feedback in the classroom. The following were very informative and influential for my thoughts surrounding feedback. 

Research on Levels of Feedback Observed in Kindergarten

From this recent (2017) research from Jacqueline Johnson, East Tennessee State University, I learned that feedback in Kindergarten classrooms has been rarely researched yet still demonstrates what previous research indicates: teachers are the most significant influence on student achievement and their effective feedback is the most powerful strategy teachers can implement to enhance learning and achievement (Frey & Fisher, 2006; Hattie,1999; Hattie & Timperley, 2007; Marzano et al., 2001; Stronge et al., 2008; Strong et al., 2011; Wong, 2005; Wright et al., 1997). The purpose of Johnson's research was to further examine effective teachers' perceptions of the amount and kind of feedback provided to their students to determine if their perceptions matched what was actually provided. This was an eye opener for me because it showed from several effective veteran teachers that their perception of their own feedback was greater than what they actually provided. This made me think about how I could improve my practice and continue to humbly look at what to make it better rather than assuming what I am doing is working. According to Brookhart (2011), feedback is effective only if it helps improve student learning, therefore, I wish to integrate effective use of feedback in my kindergarten classroom by adjusting

feedback based on my student's needs. This research article went through several types of feedback, 

and I find these four to be the forms I focus on: 

1. Authentic, verbal praise for student work/comments2 Constructive remarks to students’ work/comments 3. Informing students of goal of current work/assignments4. Encourage students to monitor the accuracy of their own work 

Educational Blog on Effective Feedback
 Consistent with my own beliefs and enacted practices, I enjoyed the main points of this linked educational blog. They listed the important aspects of providing feedback as: expectation of success, creating a community of learners and demonstrating the value of learning. 
Expectation of success

To create an inclusive, learning-focused classroom, I have been improving my own clear communication regarding expectations. I loved thinking about how I've grown as an educator seeking to be a model and supporter of success rather than striving to be kind. Being kind comes naturally, and it is the structure and expectation of success that demands and fosters excellence through kindness.
I appreciated the blog's following specific dos and don't regarding feedback:
  • Give immediate feedback: “I’m returning this project you turned in yesterday.”
  • Don’t be sarcastic about their work: “What happened? Did your baby sister help you?”
  • Let the student revise an incorrect answer: “Why don’t you double-check that answer. Is there another way to do this?”
  • Use verbal and written feedback. Ask students to assess their work: “How do you think you did on this project?”
  • Be specific in your comments and suggest corrections: “I see you wrote the letter ‘B’. Now, try making those two humps touch the middle line and then the bottom line.”
  • Show improvement by comparing their progress with their own past performance.
Creating a community of learners
  • Student interaction–For a classroom setting, effective feedback will be shown by making time for student interaction. This will give each child a chance to share their ideas in a group setting which teaches them how to listen and give opportunities to others to share their thoughts in a supportive and non-judgmental environment.
  • Family similarities–Compare their families at home with the relationships they will build with their classmates during the year.
  • Praise accomplishments–Working together in a group-setting requires complex relationships working together to create a cohesive presentation. Recognizing the work and effort of cooperation provides effective feedback that working together helps them meet their goals.
  • Foster attitudes of love and respect–Consistent circle time where the children greet each other in a meaningful way and listen and respond to each other’s news will create a feeling of community and family.
  • Time management–Allow time for students to share their accomplishments with their peers.
Value of learning
Similar to my fall blog regarding feedback as PRAISE, this idea also acknowledges that teaching is a relational experience. Under our guidance, a community is created and can thrive when integrity in relationships are held as the highest priority. The linked blog also made the following points:
Creating a bulletin board where a student can share something personal and meaningful about his or her life will allow others to enjoy the successes and pleasures of others and provide support.
Everyone wants to know that what they are doing is important. That they matter, and that what they are committed to also contributes to community. It is so evident in a Kindergarten classroom that students want to belong and belong to a group that values learning collaboratively. Therefore, in individualized feedback--remember the whole child and their contribution to the whole of the classroom.

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