Melinda A Now ak

Criticism, like rain, should be gentle enough SPE D 5326 Dr. Ell en Du chain e
to nourish a mans growth without destroying Ju ne 28, 2017
Texas S tate Un iversit y
his roots. Frank A. Clark S ummer 2017

Immediate Feedback
Feedback is Key to learning!
This is especially true for students with disabilities. Growth
can only occur when a student is offered a perspective that
causes a reconsideration of a current stance. High-quality
assessments include feedback that is:
*targeted
*timely
*information received
*purposeful to the individual's needs.
Effective Feedback vs. Criticism
What happens when you only focus on a students errors? The
student feels diminished and will start to lack confidence in his
or her capabilities. This is especially true for students
struggling to overcome a disability. Here are some ways to
provide effective feedback:
1. Be educative in nature. An explanation should include
what the student is doing that is correct and incorrect, but the
feedback should be focused on what the students is doing
right. Providing examples is key to a students learning
process!
2. Ask these four questions:
What can the student do?
What cant the student do?
How does the students work compare with that of others?
How can the student do better?
3. Give genuine praise: Students know when praise is
meaningless. Constantly telling students Good Job or Nice
Work quickly becomes meaningless. Instead, make a big
deal out of a students A+ on that vocabulary test. This is
especially helpful for students with disabilities. On-task
behaviors for students who have difficulties in this area should
be noticed. Go above and beyond with encouragement and
praise for students who would not ordinarily be performing
well.
What does positive, immediate feedback look
like?
Mistakes happen: When a student makes a mistake,
correction is always appropriate. But how a teacher
approaches that correction can make all the
difference.
Start with what is working: Students should always
feel that their efforts are productive, and just like
adults, they want to feel that their time is well spent.
Individuals are always more receptive to critiques that
concentrate on what skills are strongest, and then
discussing skills and concepts that are missing. As
teachers, we must choose our words carefully when
giving feedback.
Here are several great starter stems to providing
students with constructive feedback:
I like. . .
I notice. . .
I wonder. . .
What if. . .
Avoiding phrases that start with you and meaningless
praise. Make helpful suggestions instead of pointing
to errors. Whether a student has a learning disability
or not, a teachers positive attitude can make the
difference between success and failure. Discouraged
students will be less likely take chances than students
withEvery
higherstudent has the potential to succeed
self-esteem!

4. Notice effort, model and provide examples: Try to notice

a students behavior or effort at a task. Tell students what an
A+ paper looks like. Let each student know they are capable
of success.

They just need the right motivation!

For your Sept 1 Oct 30 Nov 4 Dec 1 Jan 1 Feb 2

Calendar Labor Day Fall Festival Teacher Day PTA New Year No School
 Special considerations for different types of learning
disabilities...

Timing: Giving immediate feedback to students with

learning disabilities is imperative. These students need to
see quickly the relationship between what was taught and
what was learned.
Be Specific: Students with a learning disability need
specific praise. Avoid saying things like, You did well, or
I like your work. Instead, provide specific praising
comments that link the activity directly with the
recognition. An example: I am pleased that you
remembered to put your name on your paper or I am
happy with the way you colored that picture.
Provide one-on-one time to give feedback: Students
look forward to having attention, and this type of positive
interaction allows them the opportunity to not only hear References:
feedback, but to also ask questions. This type of
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so that students look forward to meeting one-on-one with E. K., & Pace, G. M. (2005). Effects of
you again. Students with learning disabilities often feel Immediate Performance Feedback on
alienated, and this type of feedback can give them a Implementation of Behavior Support
feeling of belonging in the classroom. Plans. Journal Of Applied Behavior
Concentrate on one ability: For students with learning Analysis, 38(2), 205.
disabilities, concentrating feedback on one thing at a time
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Be consistent but also fair: Providing feedback as M. L., Scott, J., & Pollard, N. E. (2008).
often and as consistently as possible is key for students The Effects of "Bug-in-Ear" Supervision
with learning disabilities. Making sure that you do not on Special Education Teachers' Delivery
single one student out constantly can also help students of Learn Units. Focus On Autism And
with learning disabilities feel that they are truly included in Other Developmental Disabilities, 23(4),
the classroom. Using a randomizing method for answer 207-216.
questions in class or creating working pairs can help
maintain fairness. It also gives the teacher the 3. Sweigart, C. A., Collins, L. W.,
opportunity to offer feedback to the entire class at some Evanovich, L. L., & Cook, S. C. (2016).
point during a lesson. An Evaluation of the Evidence Base for
Plan ahead: A well-organized teacher with good time Performance Feedback to Improve
management skills makes all the difference to students Teacher Praise Using CEC's Quality
with learning disabilities. Indicators. Education & Treatment Of
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