Running head: SEAGER_JOURNAL M#6 FEEDBACK

Module Six Journal: Feedback

SPED 775: Practicum with Exceptional Children & Youth

University of Kansas

Dr. Cynthia Mruczek

Brent Seager

April 16, 2017

Running head: SEAGER_JOURNAL M#6 FEEDBACK

Teaching video name: Formal Lesson Plan Date: 04/13/2017

Three
Observation
At 1:10 into the video, I can
be observed describing the
assignment to the students.
The assignment is part of the teacher to determine which
plagiarism unit that the
students are currently
working on. The assignment
for this observation will
provide me with data to help
me identify patterns and
errors for each student.
At 28:13 into the video, I can Task feedback is used by
be observed providing task
feedback to a student that is
completing the assignment
for the class period. I provide and suggestions on
the student with necessary
feedback to make additions or the classroom.
subtractions to their
assignment.
Meaning
Identifying patterns of errors According to Fisher & Frey,
by each student is a vital form 2012, the use of identifying
of feedback that allows the
skills or areas need to be
targeted for each student.
many teachers throughout the the use of task feedback is
school year to provide
students with timely feedback provide the immediate
assignments and activities in
Research
patterns of error for each
student will allow for better
instructional outcomes, as the
teacher will be better able to
differentiate instruction based
on student needs and skill
acquisition. While it may not
be known to the students that
I will be using the assignment
to inform instruction in the
classroom, this assignment is
designed exactly for this
purpose of driving instruction
based on student needs and
skill acquisition (Fisher &
Frey, 2012, p. 44-45). The
use of identifying patterns of
error for each student closely
resembles UDL Principle of
providing multiple means of
action and expression through
using planning and strategy
development to address skill
deficits and concerns within
the classroom (National
Center on Universal Design
for Learning, 2014).
According to Hattie, 2012,
vital in the classroom to
feedback and support that
many students need to be
successful. However, it
should be used along with
other types of feedback to
ensure that each student is
receiving the necessary
feedback and support to be
Running head: SEAGER_JOURNAL M#6 FEEDBACK
At 18:59 into the video, I can
be observed using consistent
feedback, as I am working
with a student on the assigned
activity for the class.
Consistent feedback allows
students to practice and
develop skills that can be
transferred into other
classrooms, in an
environment that they can
practice until they
successfully master the skills
needed to be successful in
other classrooms.
Consistent feedback is
necessary to ensure that each
student is receiving correct
and essential feedback on
assigned activities in the
classroom. This will help to
promote and establish and
environment for learning and
will build student confidence
and rapport.
successful (Hattie, 2012, p.
21). The use of task feedback
closely aligns with the UDL
Principle of providing
multiple means of
engagement by increasing
mastery-oriented feedback
(National Center on Universal
Design for Learning, 2014).
According to Wiggins, 2012,
the use of consistent in the
classroom is essential in
providing the students with
an environment to build
confidence and practice new
skill sets. While other
methods of feedback can be
used with consistent
feedback, ensuring the
consistency and quality of
feedback will help to ensure
that feedback plays a vital
role in guiding instruction for
all students (Wiggins, 2012,
p. 15-16). The use of
consistent feedback closely
aligns with UDL Principle of
providing multiple means of
representation through
guiding information
processing, visualization, and
manipulation (National
Center on Universal Design
for Learning, 2014).
Running head: SEAGER_JOURNAL M#6 FEEDBACK

Identifying Patterns in Student Errors

In the video at 1:10, I am describing the assignment that the students will be completing
after I deliver the lesson. I inform the students that the assignment is part of the plagiarism unit
in the classroom, and this assignment will help them to paraphrase, summarize, and cite. I am
also having them complete the assignment to determine patterns in the errors that each student
makes. According to Fisher & Frey, 2012, the best feedback occurs when teachers are able to
determine patterns in student errors and apply this knowledge and differentiate instruction to
promote student growth and achievement in the classroom. Other forms of feedback are also
essential, but determining areas in which each student needs additional support will transform the
classroom environment, and will allow the teacher to better address skill deficits through using
differentiated instruction based on the patterns of errors in the assessments completed by the
students (Fisher & Frey, 2012, p. 44-45). Identifying patterns in student errors also closely
aligns with UDL Principle of providing multiple means of action and expression using support
planning and strategy development, which are major concepts of identifying and addressing
patterns in student errors (National Center on Universal Design for Learning, 2014).

Task Feedback

I can be observed using task feedback at 28:13 into video, when a student is asking me a
question about the assignment. According to Hattie, 2012, task feedback is one of several types
of feedback that a teacher must implement into the classroom to ensure that students that need
immediate feedback have this support in place. Task feedback also allows each student to
receive immediate feedback, which helps to promote a better learning environment for each
student. Immediate feedback can also help to reduce confusion and inconsistency in the
classroom, but it should not be the only type of feedback used by educators (Hattie, 2012, p. 21).
Task feedback is closely aligned with UDL Principle of providing multiple means of engagement
using mastery-oriented feedback that is provided in a timely fashion (National Center on
Universal Design for Learning, 2014).

Consistent Feedback

In the video at the 18:59 mark, I can be observed using consistent feedback with a student
that I am working with. According to Wiggins, 2012, consistent feedback is an essential form of
feedback that teachers need to implement in their classrooms to ensure that each student has
environment that they can feel safe to practice new skills and complete assigned activities.
Consistent feedback will also allow a teacher to build a good rapport with students, which will
also help with classroom management, teaching new skill sets, and providing the students with
the best learning environment. To provide consistent feedback, teachers will need to sit down
with students and review expectations, strengths, areas of improvement, and many other factors
with each student to ensure that feedback is consistent and provided in a timely manner
(Wiggins, 2012, p. 15-16). The use of consistent feedback in the classroom closely aligns with
and resembles UDL Principle of providing multiple means of representation using the guidance
of information processing, visualization, and manipulation. This will ensure that the student is
using the consistent feedback and applying it to their learning in the classroom and other school
environments (National Center on Universal Design for Learning, 2014).
Running head: SEAGER_JOURNAL M#6 FEEDBACK

References

Fisher, D. & Frey, N. (2012). Making time for feedback. Educational Leadership, 70(1), p. 44-

45.

Hattie, J. (2012). Know thy feedback. Educational Leadership, 70(1), p. 21.

National Center on Universal Design for Learning. (2014). Retrieved from:

http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice

Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), p. 15-16.