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Effective Classroom Instruction Using Tech: Providing Feedback

03 Apr

Speech_bubble

Eight years ago, the authors Pitler, Kuhn and Malenoski took the eleven essential instructional strategies that were identified originally by Marzano, Pickering and Pollock and added a technical twist to them. These essential instructional strategies allow teachers to then use them purposefully to steadily improve student learning. In this digital age of learning and in considerations of this research, I have included not only an outline of how technology could be used to complement and enhance these teaching strategies but also specific technology tools/resources.

This is the second of a series of 11 posts on this topic.

 

Essential Instructional Strategy #2

In providing feedback teachers focus on using formative assessment as evidence of student learning. Technology makes it easier and quicker to give feedback on student work (student – student, teacher – student, outside expert – student).

Within the learning environment, various resources may be used. Below is a complementary list of actions and ideas, but by no means is it an exhaustive list. Please add your ideas in the comments section if you like.

  • Use MWord’s Track Changes, Insert Comment, Visual Thesaurus and Readability Scale features for teacher and peer feedback.
  • Use GDocs – File > Revision History to see a collaborative document and what information students have added into it.
  • Use GDoc – Sharing Settings > choose either View, Comment or Edit depending upon what settings you would like set up for students. The comment feature is fantastic for both teachers and students to use.
  • If you are in a GAFE environment, GDocs has some add-ons like Kaizena Mini – audio feedback, Speech Recognition – speech to text dictation. It also has built-in features such as Tools > Research that opens up a right side pane for students to use for research and input into their document.
  • Engage students with Student Response Systems to create a quiz to check student understanding before, during and after a learning unit. Evaluate all levels of skill within Bloom’s Digital Taxonomy. Some classrooms use the Smart Response Systems, others use online response systems like Kahoot (sign up at https://getkahoot.com/, students go to https://kahoot.it/ ), Polleverywhere, GForms, and Plickers.
  • Use a backchannel for real-time feedback with Today’s Meet, CoverItLive.
  • Purposefully choose online quizzes, games and simulations which positively affect student motivation, retention, transfer and improved skill levels such as IKnowThat, Explore Learning, Math Playground, BrainPop, Quia.
  • Provide timely, interactive and collaborative feedback to and with students using Blogs (edublogs, blogger), Wikis (wikispaces), E-mail, Instant Messaging (GoogleChat, SMS) and Video Conferencing (VC unit, GoogleHangouts, Skype).

 

References:

1 – Pitler, H., R., E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria: ASCD.

2 – Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Also look at Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B.J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement, 2nd Edition. Alexandria, VA: ASCD.

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