{"id":4114,"date":"2022-03-21T12:34:19","date_gmt":"2022-03-21T12:34:19","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&p=4114"},"modified":"2022-04-28T04:00:57","modified_gmt":"2022-04-28T04:00:57","slug":"teaching-tips-2c-2e","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/teaching-tips-2c-2e\/","title":{"raw":"Teaching Tips 2C - 2E","rendered":"Teaching Tips 2C – 2E"},"content":{"raw":"[image needed]<\/span>\r\n

Challenging Practices:\u00a0Formative Feedback<\/h2>\r\nIn the Challenging practice group, educators clearly set and express high expectations together with the confidence that all students can achieve them. Teachers evaluate students' prior knowledge for targeted delivery and evaluation, they assess and share the results of the assessment, and provide frequent formative feedback to help students understand their own progress toward mastery.\r\n\r\nThe materials in this course provide significant feedback within the text, but it is the formative feedback you provide during class and via other interactions with students that can improve chances for student success.\r\n

How to use\u00a0Formative Feedback<\/h3>\r\nThe Challenging practice group encourages teachers to provide timely, constructive, low stakes or ungraded feedback that resembles coaching. It is your personal interaction with the student that matters in this practice, not what the course itself can provide. As instructors practicing formative feedback, we don a mantel of objective compassion, praising effort, celebrating victories, but always being clear about what a student's next steps toward mastery look like and how to take them.\r\n
\r\n

Teach in synchronous spaces<\/h3>\r\n
    \r\n \t
  • Activity Instructor Guides: challenging spots<\/strong>. The instructor guides for each activity in the course provide specific details about where during the activity students may struggle or need guidance.\u00a0 guides provide talking points for this kind of feedback.<\/li>\r\n \t
  • Activity Instructor Guides: talking points<\/strong> Formative feedback instructs the teacher to praise open communication while asking leading questions in answer to student questions. For example, it is common for students to communicate a desire for you to verify if they are \"on the right track.\" You can answer them by letting them know you like the thinking they are doing and asking how they might know whether or not they are heading in the right direction.<\/li>\r\n \t
  • Lead with what you like:\u00a0<\/b>When providing constructive criticism, always lead by letting a student know one thing you like about what they've submitted for approval. Then let them know how they can improve.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

    Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form]<\/h3>\r\n
      \r\n \t
    • 2C Corequisite Activity Instructional Guide<\/li>\r\n \t
    • 2D Corequisite Activity Instructional Guide<\/li>\r\n \t
    • 2C Forming Connections Instructional Guide<\/li>\r\n \t
    • 2D Forming Connections Instructional Guide<\/li>\r\n \t
    • 2E Forming Connections Instructional Guide<\/li>\r\n<\/ul>\r\n

      Asynchronous Delivery<\/span><\/h3>\r\nSee the synchronous\u00a0delivery options above and tips below for including them in your digital spaces.\r\n
      \r\n

      teaching asynchronously online<\/h3>\r\n
        \r\n \t
      • In asynchronous delivery, the need for formative feedback is greater than in face-to-face courses since you'll need to compensate for students being able to hear your feedback style in general when speaking to the whole class or to other individuals in the learning environment.<\/li>\r\n \t
      • When providing feedback on asynchronously submitted work, use a digital function that will enable you to provide either typewritten responses or exceptionally neat handwritten ones. These should be screen-reader accessible.<\/li>\r\n \t
      • Consider providing and audio or video file with formative feedback so that your \"coaching style\" will be evident.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

        Micro-Reflection:\u00a0Formative Feedback<\/h2>\r\nFormative feedback may sometimes appear as more of an art form than a practice, but a structured application of systemically praising and coaching will help ensure its inclusion into your teaching practices. Formative feedback is just one of several evidence-based teaching practices in the Challenging group, including:\r\n
          \r\n \t
        • Prior Knowledge: evaluating prior knowledge to create a baseline measure and use it during a unit to made adjustments to instructional focus.<\/li>\r\n \t
        • Assessment: explicitly stating the criteria for success on assessments and sharing assessment results with students to help them understand how well they are mastering the material.<\/li>\r\n \t
        • Formative Feedback: providing feedback that resembles coaching and validates effort while highlighting what is needed for mastery.<\/li>\r\n \t
        • Self-Reflection: providing opportunities for students to reflect metacognitively to identify their strengths and ways to adjust to learning the course material.<\/li>\r\n \t
        • High Expectations: clearly setting and expressing high expectations together with confidence that all students can achieve them; developing ways to push students beyond their self-perceived limits (which can be influenced by a range of extra-academic factors).<\/li>\r\n<\/ul>\r\nFormative Feedback was introduced in the Teaching Tips page prior to [Section 2C]<\/span> with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n
          \r\n

          Reflection Questions<\/h3>\r\n
            \r\n \t
          1. Did you find yourself deliberately apply or increasing your use of formative feedback? Describe one or two situations in which you felt that it provided benefit to the student. Then, list one way that your delivery could be improved.<\/li>\r\n \t
          2. Think of five different ways you can add formative feedback to your teaching practices. Examples include, one-minute non-graded quizzes, direct conversation with a student, written feedback in discussion boards, leading questions, praise and next-steps, etc. Briefly describe a situation in which you could see yourself adding an example of this practice where one does not currently exist in your practice.<\/li>\r\n<\/ol>\r\n<\/div>","rendered":"

            [image needed]<\/span><\/p>\n

            Challenging Practices:\u00a0Formative Feedback<\/h2>\n

            In the Challenging practice group, educators clearly set and express high expectations together with the confidence that all students can achieve them. Teachers evaluate students’ prior knowledge for targeted delivery and evaluation, they assess and share the results of the assessment, and provide frequent formative feedback to help students understand their own progress toward mastery.<\/p>\n

            The materials in this course provide significant feedback within the text, but it is the formative feedback you provide during class and via other interactions with students that can improve chances for student success.<\/p>\n

            How to use\u00a0Formative Feedback<\/h3>\n

            The Challenging practice group encourages teachers to provide timely, constructive, low stakes or ungraded feedback that resembles coaching. It is your personal interaction with the student that matters in this practice, not what the course itself can provide. As instructors practicing formative feedback, we don a mantel of objective compassion, praising effort, celebrating victories, but always being clear about what a student’s next steps toward mastery look like and how to take them.<\/p>\n

            \n

            Teach in synchronous spaces<\/h3>\n
              \n
            • Activity Instructor Guides: challenging spots<\/strong>. The instructor guides for each activity in the course provide specific details about where during the activity students may struggle or need guidance.\u00a0 guides provide talking points for this kind of feedback.<\/li>\n
            • Activity Instructor Guides: talking points<\/strong> Formative feedback instructs the teacher to praise open communication while asking leading questions in answer to student questions. For example, it is common for students to communicate a desire for you to verify if they are “on the right track.” You can answer them by letting them know you like the thinking they are doing and asking how they might know whether or not they are heading in the right direction.<\/li>\n
            • Lead with what you like:\u00a0<\/b>When providing constructive criticism, always lead by letting a student know one thing you like about what they’ve submitted for approval. Then let them know how they can improve.<\/li>\n<\/ul>\n<\/div>\n

              Instructor guides for in-class delivery\u00a0\u00a0[link to these in pdf form]<\/h3>\n
                \n
              • 2C Corequisite Activity Instructional Guide<\/li>\n
              • 2D Corequisite Activity Instructional Guide<\/li>\n
              • 2C Forming Connections Instructional Guide<\/li>\n
              • 2D Forming Connections Instructional Guide<\/li>\n
              • 2E Forming Connections Instructional Guide<\/li>\n<\/ul>\n

                Asynchronous Delivery<\/span><\/h3>\n

                See the synchronous\u00a0delivery options above and tips below for including them in your digital spaces.<\/p>\n

                \n

                teaching asynchronously online<\/h3>\n
                  \n
                • In asynchronous delivery, the need for formative feedback is greater than in face-to-face courses since you’ll need to compensate for students being able to hear your feedback style in general when speaking to the whole class or to other individuals in the learning environment.<\/li>\n
                • When providing feedback on asynchronously submitted work, use a digital function that will enable you to provide either typewritten responses or exceptionally neat handwritten ones. These should be screen-reader accessible.<\/li>\n
                • Consider providing and audio or video file with formative feedback so that your “coaching style” will be evident.<\/li>\n<\/ul>\n<\/div>\n

                  Micro-Reflection:\u00a0Formative Feedback<\/h2>\n

                  Formative feedback may sometimes appear as more of an art form than a practice, but a structured application of systemically praising and coaching will help ensure its inclusion into your teaching practices. Formative feedback is just one of several evidence-based teaching practices in the Challenging group, including:<\/p>\n

                    \n
                  • Prior Knowledge: evaluating prior knowledge to create a baseline measure and use it during a unit to made adjustments to instructional focus.<\/li>\n
                  • Assessment: explicitly stating the criteria for success on assessments and sharing assessment results with students to help them understand how well they are mastering the material.<\/li>\n
                  • Formative Feedback: providing feedback that resembles coaching and validates effort while highlighting what is needed for mastery.<\/li>\n
                  • Self-Reflection: providing opportunities for students to reflect metacognitively to identify their strengths and ways to adjust to learning the course material.<\/li>\n
                  • High Expectations: clearly setting and expressing high expectations together with confidence that all students can achieve them; developing ways to push students beyond their self-perceived limits (which can be influenced by a range of extra-academic factors).<\/li>\n<\/ul>\n

                    Formative Feedback was introduced in the Teaching Tips page prior to [Section 2C]<\/span> with specific examples for performing the practice to facilitate student learning during the\u00a0Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n

                    \n

                    Reflection Questions<\/h3>\n
                      \n
                    1. Did you find yourself deliberately apply or increasing your use of formative feedback? Describe one or two situations in which you felt that it provided benefit to the student. Then, list one way that your delivery could be improved.<\/li>\n
                    2. Think of five different ways you can add formative feedback to your teaching practices. Examples include, one-minute non-graded quizzes, direct conversation with a student, written feedback in discussion boards, leading questions, praise and next-steps, etc. Briefly describe a situation in which you could see yourself adding an example of this practice where one does not currently exist in your practice.<\/li>\n<\/ol>\n<\/div>\n","protected":false},"author":25777,"menu_order":67,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4114","chapter","type-chapter","status-publish","hentry"],"part":4108,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4114","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4114\/revisions"}],"predecessor-version":[{"id":4653,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4114\/revisions\/4653"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4108"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4114\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4114"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4114"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4114"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4114"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}