The Hinge That Joins Teaching and Learning
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|Format:||Paperback, 144 pages|
|Other Information: ||Illustrations|
|Published In: ||United States, 19 January 2012|
The hinge-factor to improving student learning is right before our eyes in the classroom, and yet big budget reforms continue to look outside of the classroom. The hinge-factor is feedback. The new cognitive feedback definition improves upon the old behaviorism one, offering new techniques and new strategies for teachers to use in classrooms. All teachers employ what they perceive to be feedback strategies, but most need to revisit the what, why, and how about feedback and the latest buzzword u formative assessment. Feedback is information communicated about an action, event, or process that relates back to the original source or goal. In the classroom, timely feedback can be any information that a learner receives as a consequence of performance that can be used to make improvements. Research and practice show that what is critical about feedback is: Not who gives it but who receives it; that it needs to be timely; teachers need to learn basic techniques to efficiently turn curriculum statements into just-right learning targets so students can learn efficient progress monitoring with the help of the teacher; students are adept at self-reporting and can learn strategies to track their own performances when instruction is deliberate; learning to use a new definition of feedback, the hinge factor, teachers will find gains in classrooms without making other structural changes that are costly and political; and, administrators can learn techniques to support teachers using the research during supervision.
Table of Contents
Preface Acknowledgments Hinges in Action About the Author 1. The Hinge Factor: Feedback Managing Feedback Research on Feedback Feedback for Instruction, Not Only Assessment Small Changes, Positive Gains 2. Positive Deviants The Soup and the Ladle Small Changes, Dramatic Results The Flip Making the Small Changes 3. The Tell-Tale Students Tell-Tale Students Feedback and Goal Setting Feedback: Self Feedback: Effort Feedback From Peers and Feedback to the Teacher Feedback Throughout the Class Feedback in an Instant Feedback Works to Engage A Good Set of Goals Invisible in Plain Sight 4. Learn to Engage Was I That Teacher? Simple Technique: Turn-and-Talk Feedback: Peer Teaching Feedback: The Brain That Changes Itself Simple Technique: Take Notes Feedback: Self, Peer, Teacher Goals to Guide Notes Note-Taking Methods Evaluation Scale or Rubric Feedback Is a Two-Way Street Putting it Together Many Strategies Work 5. Feedback From the Teacher Feedback by Walking Around Feedback to Standards Doctors, Pilots, and English Teachers A Good Set of Goals Prepare to Give Feedback Better Feedback, Better Performance Feedback in the Twenty-First Century Feedback and the Unmotivated Student Changing Grading Habits Feedback in Large Classes What Motivates Us 6. Feedback Changed My Teaching Except The How, Not the What Twenty-First Century Feedback You Don't Need Feedback Until You Need Feedback Feedback for Myself Everybody's Talking at Me Tell-Tale Students, a Hinge Factor, and Positive Deviants References and Resources Index
About the Author
Jane E. Pollock, Learning Horizon, Inc., specializes in teaching and supervising learning. She provides long-term consulting services to schools worldwide that help them improve student learning and teaching practices. Dr. Pollock is the author of Improving Student Learning One Teacher at a Time (2007) and the coauthor of Dimensions of Learning Teacher and Training Manuals (1996), Assessment, Grading and Record Keeping (1999), Classroom Instruction That Works (2001), Improving Student Learning One Principal at a Time (2009) and Improving Student Learning by Minding the Gap (2011). She is an adjunct faculty member for various universities in the United States. A native of Caracas, Venezuela, Dr. Pollock has earned degrees at the University of Colorado and Duke University.
"A game changer! Jane Pollock has done it again. Feedback has the potential to truly transform classroom instruction and positively impact student engagement, motivation and achievement. A must-have for all educators." -- Joanele Hoce, Intervention Support / Literacy Specialist 20110523 "With Feedback, Pollock helps teachers, administrators, and coaches by prescribing strategies for creating a culture of feedback. The wonderful instructional tools and clear explanations in this book create a blueprint for developing independent thinkers, engaged students, and high achievers in every classroom." -- Jason Wenschlag, Principal 20110524 "This book demonstrates the essential connection between establishing clear learning goals and feedback. The author uses accessible language and real-life examples to allow educators to visualize the application of the strategies in the classroom." -- Michael Pakakis, Director, Victorian Space Science Education Centre 20110603 "Feedback transforms the roles of both the classroom teacher and principal. The teacher becomes a learning coach by providing ongoing feedback to students. This affirms students or allows them to redirect their learning." -- Chris Joch, Director of Curriculum, Instruction & Assessment 20110606 "Feedback provides strategies that teachers can implement to improve student achievement and optimize student engagement. The author offers real-life teacher strategies that can be adapted into any classroom and will motivate students to become involved in learning instead of just being bystanders." -- Linda Law, Director of Curriculum and Instruction K-12 20110606 "Captivating and sensible, Feedback offers realistic information about how to motivate the unmotivated learner in your classroom and improve student achievement!" -- Dana L. Ziegler, Primary Teacher 20110607 "Jane Pollock shows us that feedback is not the destination on our educational journey, but it is the vehicle that moves students toward clear learning goals and drives instructional planning for teachers." -- Bill Hayes, Principal 20110607 "Jane Pollock helps us understand how engagement in learning changes when feedback becomes a collaboration betwen student and teacher. The practical implementation of a variety of strategies is conveyed through the use of a 'teacher voice', making it seem accessible and doable for all teachers." -- Diane Quirk, Instructional Technology Specialist 20110609 "Jane Pollock illustrates the importance of empowering our students to manage their own learning through the use of instructive feedback." -- Michael Adams, Director 20110614 "The strategies and ideas laid out by Jane Pollock help to move teaching and learning beyond the kind of test-prep dominated models of instruction found in too many schools, and toward approaches that will cause learners to understand and retain more information, and then to do better on tests, as well!" -- David T Conley, Professor 20110622 "Chapters offer analysis of a no-cost technique that only involves a little adjustment in teaching strategy, offering an approach that works like an app and produces results. Classroom examples and success stories offer applied examples of feedback at work." -- Midwest Book Review, April 2012 20120504
|Publisher: ||Corwin Press Inc|
|Dimensions: ||19.0 x 14.0 x 1.0 centimeters (0.18 kg)|