Challenge Two: Providing Feedback
Teachers must demonstrate the ability to provide relevant and meaningful feedback that encourages students to act and improve. In addition to submitting the feedback, educators must submit their written thought process behind the responses, and how they improved student performance (especially if there were verbal and gestural cues that were not embedded in the feedback).
Providing Feedback Challenge
Record feedback given to the assignment created in the first challenge that demonstrates:
Timeliness: Focused, timely opportunities for students to act on the feedback
Balance: Acknowledgement of the progress a student has made toward achieving the learning outcomes of the assignment
Suggestions for Improvement: Constructive ways in which students can improve their learning and achievement
Capture the feedback in screen shots or PDFs in an email to firstname.lastname@example.org
Submit the rest of your analysis, including the following information, by completing the form below:
Explanation of feedback
How feedback was delivered
Suggestions for Improvement
Any other information that is valuable to understanding the feedback, including need for differentiation and your thought process for meeting all student needs
4. Complete and submit your Self-Evaluation in the rubric provided below:
5. (Optional) Complete and submit your reflection below.
Read these Frequently Asked Questions about providing students with feedback
View this crash course in Feedback: The First Secret John Hattie Revealed from Evidence Based Teaching.
For insight into the rubric elements, review Types of Feedback and Their Purposes
Providing Feedback Challenge products will be assessed by four independent evaluators:
Two former educators on the Classkick Team
Two appropriate grade-band Classkick Mentors (i.e., primary, intermediate, middle school, high school, or college)
All four evaluators must deem each rubric element to be "Exemplary" or "Accomplished" to successfully complete this challenge. If there is any element that is deemed "Developing" or "Beginning," detailed feedback will be provided including reasoning and suggestions for improvement. (See more information on the review process here.)
Teaching is a high-pressure, fast-paced and highly responsive vocation. A critical element to professional growth is the ability to identify what you did well, what you could do better, and how to make that improvement – in other words, reflection. Reflective practice has the potential to make you uncomfortable: You’re going to be looking at some areas that need growth and, in other instances, identifying strengths, which may feel a little boastful. But, there is a growing body of evidence that teacher reflection results in improved teacher quality.
If you would like to participate in this optional reflection, please record:
What went well and why?
What could have gone better and why?
What do I want to remember for the future?
and submit your reflection below. (You can write this reflection, collect audio, or use a link to a video; whatever works best for you!)
By reflecting on these questions, you are processing the challenge’s events and thus transferring information from short-term memory to a mental folder within your long-term memory. In this simple way, synaptic connections to prior experiences are made. In considering what should be remembered for the future, the challenge’s events are prioritized and an “action plan” is created to address a concern or share a good experience. This streamlined reflective approach allows one to decompress and release the highs and lows from a Classkick Certification challenge.