What is it?
Feedback is giving the student specific information on how they are doing and how they can improve. It is best to be given while they are working as they can use the information to correct or adjust their work to their benefit. Addressing or creating a goal within the feedback also gives the student something to work towards instead of a nebulous idea they may have when given feedback with no goal. Including the student in the feedback, and asking them to give their opinion helps give them a sense of ownership in their work as well.
When to use it?
This can be used any time the teacher is able to find time to conference with students. Teachers can also give quick feedback as they walk around the room while students are working. It is important to give quick feedback while the students are still in the process of what they may need to fix, or what they are doing well on. Remember, feedback can include both praise and suggestions to improve their work.
Who to use it with?
This can be used with all students, though some may need practice and direction on how to properly receive feedback. Some students may feel singled out or that they are under attack when they are given feedback, so it is important to know the students and possibly walk them through the process before using it without those supports.
How to progress monitor?
Progress Monitoring for this support can be done through watching grades, improvements on probes, and general narrative data as the teacher works with the student over time. Ways to keep track of this data include Excel spreadsheets, notebooks, and Google Drive.
Implementation:
For this support, the teacher needs time to be able to visit with each student to give them individual feedback on their work.
Here, the teacher is sitting to the right side of the student and is able to talk 1-on-1 with him about his work. While it is hard to see, the student is working on a math problem and the teacher is watching his steps, ready to give feedback on how he's doing.
Citations:
Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education,43(1), 3-11. doi:http://dx.doi.org.www2.lib.ku.edu/10.1177/0022466908315563
Graham, S. & Harris, K.R. (2016). A Path to Better Writing: Evidence-Based Practices in the Classroom. The Reading Teacher, 69(4), 359–365. doi: 10.1002/trtr.1432
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008, August). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children, 31(3), 351+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA183874069&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=fbe20ca13dbb329445e3850e4288754a
Graham, S. & Harris, K.R. (2016). A Path to Better Writing: Evidence-Based Practices in the Classroom. The Reading Teacher, 69(4), 359–365. doi: 10.1002/trtr.1432
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008, August). Evidence-based practices in classroom management: considerations for research to practice. Education & Treatment of Children, 31(3), 351+. Retrieved from http://go.galegroup.com.www2.lib.ku.edu/ps/i.do?id=GALE%7CA183874069&v=2.1&u=ksstate_ukans&it=r&p=EAIM&sw=w&asid=fbe20ca13dbb329445e3850e4288754a