Module+3


 * June 23 through June 29 **
 * Chapter 5 & 6 **

I am really enjoying all of the conversation and reflection from your posts. I appreciate your time and thoughtfulness. Of course all of this begs the questions, How do we provide effective feedback, avoid the kind that actually hinders performance and learn and use the kind that improves learning! (Chapter 5) Wiliam even goes as far to state that some of the grading work teachers do is a waste of their time! Then in Chapter 6 Wiliam discusses how we can better “activate students as learning resources for one another” in order to increase student learning. Oh, and get ready for 13 practical techniques that Wiliam describes and can be readily used in the classroom (if you aren’t already using them).

**5-1:** What strikes you most about Wiliam’s statements about the Quality of Feedback and that if you’re putting comments on student work as well as a score or grade you are wasting your time!
 * Read Chapter 5-Providing Feedback That Moves Learning Forward **
 * Respond to the questions below by posting to the page: **

**5-2**: Why is it necessary that feedback that includes praise is related to factors within an individual’s control?

**5-3**: Wiliam states that “…what matters is the mindfulness with which students engage in the feedback.” That being said, what effect does timing have on usefulness of feedback and what are some ways you build in time so students can respond to your feedback?


 * 5-4 ** : How can you avoid/change types of feedback that lower student performance?

There are 8 ways students can respond when feedback tells them they have surpassed or fell short of the goal (Table 5.2, page 115). 6 are bad; only **__2__** are good! We also need to ensure that feedback changes the behavior to increase performance to match the goal and that it elicits a cognitive rather than emotional response from students.


 * 5-5 ** : As you reflect on the kinds of feedback you use(d) in your classroom and its effectiveness, what forms of feedback from this chapter will you try in your classroom? (Or how might you modify something you already use.)


 * Read Chapter 6-Activating Students as Instructional Resources for One Another **
 * Respond to the questions below by posting to the page: **

Cooperative Learning has 4 main factors that appear to have a profound effect: motivation, social cohesion, personalization and cognitive elaboration. Studies also found that the impact is 4 times greater when the reward is based on the aggregate of the individuals’ learning and not just the single group product. **6-1**: Peer tutoring has also been found to be as effective as one-on-one instruction from the teacher. Do you use peer tutoring in your classes and what success have you had?

**6-2**: Wiliam cites 13 techniques that teachers have used to activate students as learning resources for one another. Name a couple you would like to try in your classes and/or share a technique you use to engage students in the work of improving each others’ work.

I don’t think I need to remind you to respond to each other’s posted comments! You are doing a great job.