When reviewing student work, the educator provides positive feedback with an encouraging tone at the right time and place and with specific, relevant, and actionable next steps. Feedback can include messages such as “I really like . . . I wonder,” with the “wonder” providing possibilities for improving.
During an activity, lesson, or discussion, the educator provides students with specific, actionable, and positive feedback. In doing this, the teacher feeds improvements to student motivation and learning and highlights these learning gains through a group discussion. This can be done individually, in small groups, or in whole-group instruction.
When reviewing an example of student work (writing, design, plan, presentation, artifact, or other item), it’s most effective to provide supportive feedback with the specific characteristics. These characteristics also apply to feedback students give to other students.
Students discuss the kinds of feedback and critiques they think have been most useful and effective for them and make a list of the criteria they think lead to more effective and motivating critiques.
Students discuss how their feedback and critiquing strategies have changed and the effects they observe on the receivers of kind critiquing and thoughtful feedback.
Feedback is one of the most powerful tools for learning; research shows that feedback is most effective when it clearly relates to student's own learning goals, is timely, specific (about the task, the process, self-direction, or personal approaches), actionable, kind, and encouraging.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the kind critiquing competency, including such items as examples of critiques given, evidence of the effects of effective feedback on student motivation and learning, examples of kind critiquing among students, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the kind critiquing activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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