As educators we all understand the importance of giving feedback, however, how often do we stop to consider its impact and effectiveness? Our verbal and non-verbal cues continually influence student behaviour, and yet, can we be sure they're receiving the right messages? First thing's first, do you know the difference between ' ego involved ' and ' task involved ' feedback? If you're anything like me, you're a creature of habit and offer phrases given to you in your childhood and schooling years. I often find myself saying things like 'good boy/girl', 'well done' and 'great job', for no reason other than habit. While these remarks might make a child feel good in the short term, we need to be aware that these comments have no impact, and sometimes even a negative impact, on learning. Formative assessment expert and researcher Dylan Wiliams refers to these comments as 'ego involving feedback,' being that they...
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