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ERIC Number: EJ1096133
Record Type: Journal
Publication Date: 2016-Apr
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0013-1784
Do They Hear You?
Hattie, John; Fisher, Douglas; Frey, Nancy
Educational Leadership, v73 n7 p16-21 Apr 2016
Although research indicates that feedback can be one of the most effective instructional strategies for improving student performance, getting students to listen and act on feedback can be complicated. If feedback is vague and personal, students may pay attention only to positive comments that are positive and boost their self-image ("That was a great job! You're so smart!") and defensively reject commons that are negative ("Confusing with some awkward sentences"). The authors offer practical strategies to get past students' barriers to receiving and using feedback. For example, to make the most of feedback, it's important to establish clear goals so that students know what they're working toward. Once students understand the criteria for success, they're more likely to accept and value feedback that helps them reach that goal. In addition, teachers should provide the right feedback at the right time, helping students answer the questions, Where am I going? How am I going? and Where do I need to go next? Third, teachers can help students develop their listening skills by giving them practice in paraphrasing.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A