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ERIC Number: ED413718
Record Type: RIE
Publication Date: 1997
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Feedback: Enhancing the Performance of Adult Learners with Learning Disabilities.
Riviere, Adrienne
This pamphlet discusses the pivotal role that feedback can play in the instruction of adult learners with learning disabilities and provides strategies to enable teachers to constructively design and present effective feedback. The paper begins by describing and instructional techniques that can be used to create interest and provide feedback including: lectures, group discussions, debates, directed observation, case-study analysis, role playing, games, simulations, questions, and responses to questions. The paper describes elements of feedback instruction that research indicates are most effective for teaching individuals with learning disabilities, and general principles of feedback instruction. Ten principles of effective feedback instruction are explained: (1) plan for feedback; (2) use frequent feedback when appropriate; (3) provide feedback on a consistent basis; (4) provide feedback as closely as possible to the learner's response time; (5) whenever possible, provide feedback on an individual basis; (6) help students change their beliefs about who is in control of success; (7) strive for self-evaluation and self-correction; (8) include feedback that is positive; (9) provide feedback that is specific and corrective; and (10) establish goals for improvement. (Contains 11 references.) (CR)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Academy for Educational Development, Washington, DC.; National Inst. for Literacy, Washington, DC.
Authoring Institution: National Adult Literacy and Learning Disabilities Center, Washington, DC.