Full Description
"A powerful and rich resource of great ideas that will move the debates about feedback into the most worthwhile areas." John Hattie, PhD, University of Melbourne, Victoria, Australia
Perfect for special education teacher preparation faculty, coordinators, and administrators, GET Feedbackprovides examples, activities, and support for integrating and aligning feedback instruction, demonstrating the importance of putting the adult learner, as the feedback recipient, at the center of every feedback opportunity. Written in an approachable, easy-to-read format, this text is the first book to specifically examine feedback for adult learners.
Drs. Martha D. Elford, Heather Haynes Smith, and Susanne James use the G.E.T. Model (give, exhibit, teach) to provide structure for feedback through four domains: specificity, immediacy, purposefulness, and constructiveness.
GET Feedback combines Adult Learning Theory with education research to provide a comprehensive, integrated framework to teach feedback in special education teacher preparation. This text will improve how special education teacher educators "GET" feedback across courses and programs.
Contents
Acknowledgments About the Authors Contributing Authors Preface Foreword by Donald D. Deshler, PhD Foreword by John Hattie, PhD Section I The G.E.T. Model Chapter 1 Introduction and Conceptual Framework Chapter 2 Book and Chapter Organization Section II Giving Feedback Chapter 3 Audiences/Recipients of Feedback Personal Reflection contributed by Carlos A. Flores Jr., EdDAuthentic Example contributed by Kyena E. Cornelius, EdD Chapter 4 Immediate Versus Delayed Feedback Authentic Example contributed by Kristin Joannou Lyon, PhD andVirginia L. Walker, PhD, BCBA-D Chapter 5 How We Give Feedback Authentic Example contributed by Martha D. Elford, PhD Section III Exhibiting Feedback Chapter 6 Exhibiting Feedback and the Four Domains of the G.E.T. Model Authentic Example contributed by Susanne James, PhD Chapter 7 Exhibiting Feedback: Reflecting and Planning Authentic Example contributed by Martha D. Elford, PhD Section IV Teaching Feedback Chapter 8 Rationale for Teaching Feedback Practical Application contributed by Wendy H. Weber, PhD Chapter 9 Teaching Feedback in Instruction Authentic Example contributed by Katie Martin Miller, PhD Chapter 10 Teaching Feedback in Assessment Authentic Example contributed by Ruby L. Owiny, PhD andKyena E. Cornelius, EdD Chapter 11 Teaching Feedback to Support Students' Behavioral Needs Reesha Adamson, PhD; Jessica Nelson, EdD, BCBA; and Felicity Post, EdDAuthentic Example contributed by Amy Gaumer Erickson, PhD Chapter 12 Teaching Feedback in Collaboration Authentic Example contributed by Anni K. Reinking, EdD Section V Resources Chapter 13 Comprehensive Review of the Literature on Feedback inSpecial Education Teacher Preparation Chapter 14 Templates and Additional Opportunities to Apply the G.E.T. Model Authentic Examples contributed by Heather Haynes Smith, PhD;Jennifer Porterfield, PhD and Cathy Newman Thomas, PhD;Dennis Cavitt, EdD; Randa G. Keeley, PhD; Lisa A. Finnegan, PhD; andAnni K. Reinking, EdDGlossary Financial Disclosures Index
