4. What are some practical strategies for giving students supportive
and corrective feedback on work and on learning in progress?
 |
 | Even if you assign 30 problems in a set for homework, you might only
grade the "best 15," as long as they aren't just the
simplest problems. |
| After a class has delivered a speech [or done presentations or
posted online answers or projects], have at least part of the class
serve as a focus group to list the "best methods" used--[and
pass that list along for the next speech or the next semester's
students who will do the same task]. |
| Sources of feedback can be instructor, peer, and self, not
necessarily in that order. For written work, such as papers and
projects and web pages, organize students to do critiques that give
positive feedback first and present timely information for improvement
before grading. |
| If you do use peer critiques, ask the receiving students to write a
brief preface to their final product that acknowledges the
contributions of their peers. [A writer's memo would be more
detailed by including the nature of changes made because of commentary
by peers or the teacher's reading of a rough draft.] |
|
| Above
Group members share a chuckle as they compile ideas. From left
are Dr. Susan Coffey (VCCS), Lisa Shaver (JSRCC), Claude Stevens (JSRCC),
and Rick Dollieslager (TNCC and Tidewater RCTE Chair). |
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1999