Full Description
Beat burnout with time-saving best practices for feedback
For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time.
Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning.
Flash Feedback also takes teachers to the next level of strategic feedback by sharing:
How to craft effective, efficient, and more memorable feedback
Strategies for scaffolding students through the meta-cognitive work necessary for real revision
A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response
Downloadable online tools for teacher and student use
Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students' self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback.
Contents
Foreword
Acknowledgments
Introduction
CHAPTER 1. Giving Strong Feedback in Less Time: The Efficiencies
Time-Saving Tenet #1: Don't Read and Respond to Every Paper
Time-Saving Tenet #2: Use More Targeted Feedback
Time-Saving Tenet #3: Wait Until October to "Give" Grades
Time-Saving Tenet #4: Be a Teacher, Not an Editor
Time-Saving Tenet #5: Go Digital
Time-Saving Tenet #6: Automate Some Parts
Time-Saving Tenet #7: Get in the Feedback Mindset
The Last Word on Efficient Feedback
CHAPTER 2. Giving More Effective Feedback: The Best Practices
Effectiveness Element #1: Feedback Should Be Provided by an Interested Reader, Not a Detached Authority
Effectiveness Element #2: Feedback Should Provide a Path Forward, Not an Autopsy
Effectiveness Element #3: Most Feedback Should Be Focused on Actions, Not Reactions
Effectiveness Element #4: Feedback and Assessment Should Be Separated
The Last Word on Effective Feedback
CHAPTER 3. Making Feedback Memorable: The Feedback Cycle
Setting Goals for Improvement
Receiving Feedback Through Conferences
Reflecting on What's Been Accomplished . . . and What's Yet to Master
The Last Word on Memorable Feedback
CHAPTER 4. Beyond the Text: Using Feedback to Cultivate Positive Mindsets and Beliefs
Wise Interventions to Turn Around Problematic Mindsets
"Writing Is Scary": Feedback to Decrease Students' Fear of Writing
"When Will I Write Like This in the Real World?": Using Feedback to Increase Students' Perceived Value of Writing
"I'm Not a Writer": Using Feedback to Help Students Identify as Writers
The Last Word on Feedback for Positive Mindsets and Beliefs
CHAPTER 5. Democratizing Feedback: Teaching Peer Response and Self-Review
The Power (and Pitfalls) of Peer Response
Teaching Effective Peer Response
The Power of Self-Review
Teaching Self-Review
The Last Word on Peer Response and Self-Review
Epilogue
References
Index
