implemented STRATEGIES
The implementation of effective feedback positively impacted student learning in the classroom. The students were receiving feedback catered to their emotional, physical, and academic needs. This culturally responsive teaching practice fostered equity and accessibility among all students in the classroom. This study evaluated the entire class of 22 students. Every student received written feedback on their written response. The written feedback was differentiated to fit the needs of each student. All students were given opportunities and experiences to learn. All students were given effective feedback that was timely and actionable. Students were also given time to act upon the feedback given. Even though students met with small groups throughout the weeks, students used this time to engage in collaborative conversations about the feedback. To continue the learning process, students did not only receive feedback from me but other peers as well. It is important to hear and accept feedback from multiple perspectives. Students were given the chance to work read and write feedback from one another in the classroom. Effective feedback has a 0.79 effect size teacher to student. Student achievement effect size increases when feedback is between student to student.
why these STRATEGIES?
The implementation of effective feedback positively impacted student learning in the classroom. The students were receiving feedback catered to their emotional, physical, and academic needs. This culturally responsive teaching practice fostered equity and accessibility among all students in the classroom. This study evaluated the entire class of 22 students. Every student received written feedback on their written response. The written feedback was differentiated to fit the needs of each student. All students were given opportunities and experiences to learn. All students were given effective feedback that was timely and actionable. Students were also given time to act upon the feedback given. Even though students met with small groups throughout the weeks, students used this time to engage in collaborative conversations about the feedback. To continue the learning process, students did not only receive feedback from me but other peers as well. It is important to hear and accept feedback from multiple perspectives. Students were given the chance to work read and write feedback from one another in the classroom. Effective feedback has a 0.79 effect size teacher to student. Student achievement effect size increases when feedback is between student to student.
Culturally Responsive Teaching
= Positive Impacts
The implementation of effective feedback positively impacted student learning in the classroom. The students were receiving feedback catered to their emotional, physical, and academic needs. This culturally responsive teaching practice fostered equity and accessibility among all students in the classroom. This study evaluated the entire class of 22 students. Every student received written feedback on their written response. The written feedback was differentiated to fit the needs of each student. All students were given opportunities and experiences to learn. All students were given effective feedback that was timely and actionable. Students were also given time to act upon the feedback given. Even though students met with small groups throughout the weeks, students used this time to engage in collaborative conversations about the feedback. To continue the learning process, students did not only receive feedback from me but other peers as well. It is important to hear and accept feedback from multiple perspectives. Students were given the chance to work read and write feedback from one another in the classroom. Effective feedback has a 0.79 effect size teacher to student. Student achievement effect size increases when feedback is between student to student.
the Collaboration
Many people played important roles, collaborating to increase my knowledge of implementing effective feedback for student’s written response. I worked alongside many internal and external stakeholders to provide greater depth of my research and study.
Internal Stakeholders
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From the beginning of my research, I consulted my internal stakeholders to gather insight and to decide the correct path for my research. My principal enlightened me with a great resource, Feedback Learning Challenge by Nottingham and Nottingham. Also, through mini feedback sessions, my principal was excellent at modeling different techniques of feedback. These techniques included providing feedback that was timely, verbal, and written. This feedback was even more effective when I was held accountable by explaining where I was, identifying the progress that I made, and then writing out my next steps.
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In addition to my principal, my fifth grade team has been instrumental to my action research. My fifth grade team has dedicated many planning hours to developing routines and procedures for effective feedback to be executed. My team has also spent a lot of time working on developing success criteria and student progression rubrics. This was pertinent because students need to be able to identify where they are, how they are progressing and what are their next steps.
External Stakeholders
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The external stakeholders that have collaborated with my research are my CADRE associate, district team, and CADRE cohort. My CADRE associate dove into the research with me and helped my synthesize an action plan. She knows the students that I work with and understands my student’s strengths and opportunities as I do. My CADRE associate has found additional resources and tools for my classroom for my study.
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Secondly, my school district educational director has worked with me and my fifth grade team by providing time and experts to work with us during implementation of feedback. Professional development time was utilized by investigating the effects of feedback and what makes feedback effective. Gaining different perspectives from other schools allowed my research to blossom through other educator’s wisdom.