Communication:
Once you have articulated goals through KUDs, targets, and scales, feedback must be delivered to the student on where they start, the progress they make, and where they finish (units and the year). Luckily, if you've done a good job creating clear and student-friendly language in your KUDs, targets, and scales, giving feedback becomes that much easier. A given student's performance can be plotted on the scale, and it should be relatively clear based simply on that assessment what's lacking from their work and what they need to do to take that next step. However, if you're not using the feedback loop appropriately as a teacher, those scales and targets will be insufficient.
Communicating with the student (and parents, when appropriate) needs to be timely and frequent. Timeliness is important so that the student can receive feedback soon enough after practicing a skill so that it remains relevant. Giving feedback on a formative or summative weeks later will certainly lose its potency and effectiveness. Imagine taking a run down the ski hill and having your ski coach critique your technique a week later.
The more frequently a teacher communicates with a student in regards to his/her progress, the more data they have to reflect on their learning and the greater ability they have to see the progression they're making and (hopefully) gain confidence through the consistent and frequent feedback they receive. Getting a lot of "touches" (as in the soccer/basketball metaphor) is great, but, if they aren't getting the feedback from their teacher/coach in order to improve, bad habits can develop and an opportunity to improve upon mistakes or shortcomings will be lost.
Once you have articulated goals through KUDs, targets, and scales, feedback must be delivered to the student on where they start, the progress they make, and where they finish (units and the year). Luckily, if you've done a good job creating clear and student-friendly language in your KUDs, targets, and scales, giving feedback becomes that much easier. A given student's performance can be plotted on the scale, and it should be relatively clear based simply on that assessment what's lacking from their work and what they need to do to take that next step. However, if you're not using the feedback loop appropriately as a teacher, those scales and targets will be insufficient.
Communicating with the student (and parents, when appropriate) needs to be timely and frequent. Timeliness is important so that the student can receive feedback soon enough after practicing a skill so that it remains relevant. Giving feedback on a formative or summative weeks later will certainly lose its potency and effectiveness. Imagine taking a run down the ski hill and having your ski coach critique your technique a week later.
The more frequently a teacher communicates with a student in regards to his/her progress, the more data they have to reflect on their learning and the greater ability they have to see the progression they're making and (hopefully) gain confidence through the consistent and frequent feedback they receive. Getting a lot of "touches" (as in the soccer/basketball metaphor) is great, but, if they aren't getting the feedback from their teacher/coach in order to improve, bad habits can develop and an opportunity to improve upon mistakes or shortcomings will be lost.
Jumprope Grade book