ERIC Number: EJ1002441
Record Type: Journal
Publication Date: 2012-Sep
Reference Count: 8
"Look at My Drawing!"
Educational Leadership, v70 n1 p52-56 Sep 2012
Every student experiences feedback in different ways, and there is a real trick to knowing when no feedback is needed. Feedback of any kind can sometimes paralyze a student, interrupting the flow of his or her work. Teachers need to understand and recognize when and why this happens. The author's sketch of three goals for giving feedback in this article (help the product improve, support a healthy view of the self as an active learner, and help the student develop an understanding of what it means to compose text), then, does not capture everything. But it is a start. Teachers cannot always accomplish all three purposes of feedback at once. A single comment may not simultaneously help the student make the performance or the product better, contribute to a healthy view of active learning, and tell the learner the complete story of what artists or writers or mathematicians or scientists or historians do. Teachers should, however, be sure that they always give feedback with these goals in mind.
Descriptors: Feedback (Response), Student Experience, Educational Practices, Best Practices, Interpersonal Relationship, Rewards, Punishment, Behavioral Objectives, Educational Objectives, Educational Principles
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A