Part of the Solutions for Creating the Learning Spaces Students Deserve series.
Because of the importance placed on high-stakes evaluations, schools have built cultures that greatly emphasize grading at the expense of student engagement and learning. In this book, the authors provide the essential information you need to prioritize giving feedback over grades in a concise and digestible format. Discover how to state learning intentions clearly and give effective feedback on student performance. This condensed, actionable guide will enable you to provide individualized feedback, giving students all the information they need to succeed.
Learn how to use constructive feedback communication to improve learning outcomes:
- Gain instructional strategies for prioritizing giving feedback over grading in upper elementary, middle, and high school classrooms.
- Determine the characteristics of effective feedback for students and shift classrooms from a culture of grading to a culture of feedback.
- Discover how important student feedback is to developing learners.
- Learn the benefits of having learners engage in peer feedback, and provide feedback examples for students.
- Gain guidance on communicating the differences between grading and giving feedback to students and parents.
Contents:
Foreword
Introduction
Chapter 1: Where Am I Going?
Chapter 2: How Am I Doing?
Chapter 3: What Are My Next Steps?
Conclusion
References
Books in the Solutions for Creating the Learning Spaces Students Deserve series:
- Embracing a Culture of Joy
- Creating a Culture of Feedback
- Reimagining Literacy Through Global Collaboration
- Making Learning Flow
- Different Schools for a Different World
- Personalizing Learning Through Voice and Choice
William M. Ferriter is a National Board Certified Teacher of sixth graders in a professional learning community in North Carolina. He has designed professional development courses for educators nationwide. He is also a founding member and senior fellow of the Teacher Leaders Network and has served as teacher in residence at the Center for Teaching Quality.
An advocate for PLCs, student-centered learning spaces, improved teacher working conditions, and teacher leadership, William has represented educators on Capitol Hill and presented at state, national, and international conferences. He has also had articles published in the Journal for Staff Development, Educational Leadership, Phi Delta Kappan, and Threshold Magazine.
William earned a bachelor of science and master of science in elementary education from the State University of New York at Geneseo.
Paul J. Cancellieri is a National Board Certified eighth-grade science teacher at Rolesville Middle School in Rolesville, North Carolina. He began his career as an educator in 2001 after spending several years as a science researcher and has taught middle school science since then. After ten years in the classroom, Cancellieri spent a sabbatical leading the Data Literacy Program for the North Carolina Center for the Advancement of Teaching before returning to the science classroom in 2014. He has worked at several middle schools in the greater Raleigh area, earning Teacher of the Year honors twice. Cancellieri's focus is on grading and assessment, emphasizing best practices for fair and accurate measurement of student mastery.
Mr. Cancellieri is a member of the National Science Teachers Association and the North Carolina Science Teachers Association, and earned the latter's Outstanding Science Teacher of the Year award in 2012. He has been a member of the International Society for Technology in Education and the North Carolina Technology in Education Society. Cancellieri has presented at the conferences for all four organizations, on topics ranging from progressive grading practices to practical ways to use tech tools for learning and assessment. Mr. Cancellieri earned a Kenan Fellowship from the Kenan Fellows Program for Curriculum and Leadership Development in 2009 and has worked every year since with the new fellows to improve their understanding of data and assessment.
Mr. Cancellieri earned a master's degree in botany from North Carolina State University and a bachelor's degree in marine science from Long Island University-Southampton Campus.
To book William M. Ferriter or Paul J. Cancellieri for professional development, contact pd@SolutionTree.com.
