TOUCHSTONE 7: I use feedback to encourage effort.
Explanation
Touchstone seven resonates the power that effective feedback has on student success and educational performance. Quality feedback has a 28% effect size on learning outcomes, however all feedback is not created equal. Feedback for students should be directly tied to learning objectives which in turn means students must buy in to setting learning objectives for the class as well as individualized learning objectives. Feedback should also be non-controlling with positive and encouraging language related to rubrics so students can see how they can move up. We often as educators get in the habit of criticizing, browbeating and guilt tripping students. We should focus feedback to have a growth mindset and guide students to improving rather than you are stuck. Formative feedback that offers guidance that is specific, actionable and individualized is best to create growth in student achievement. Non-evaluative feedback in the form of a grade can be very final to a student and is vague in nature leading to confusion, lack of motivation and inhibits growth in their learning. Timeliness of feedback is crucial, having feedback immediate so its relevant to current work but allowing students to discover answers on their own is the right balance of offering effective feedback. As educators we should be using feedback to level up students and put the power of achievement in the student’s hands.
Application
During the duration of this captains course for students using a blended model for delivery, I have incorporated several pieces within graded assignments, formative assessments and concluding projects. Students are directed to follow specifics within the rubric for all graded and non-graded assignments. During the independent practice portion of the Goal Setting in Leadership unit I have built in individual meetings whether face to face or virtually to offer effective feedback through their goal setting process. Feedback will always be non-controlling and allow the students to build on their goal writing process. Below is an excerpt from my lesson plan on independent practice.
Day 1-(20-25 minutes)-“SEATWORK”
Students would then be guided to a YouTube video on John Wooden’s Pyramid of Success, followed by a short video of me explaining the Goal Pyramid assignment. Upon completion of the video, students would open a PDF with the assignment. This independent practice should start outlining and framing if their goal is truly a goal or already a behavior. It should also point out measures and strategies to accomplish these goals.
YOUTUBE.COM LINK
https://www.youtube.com/watch?v=0YX0aIAm7LQ
PDF LINK
https://documentcloud.adobe.com/link/track uri=urn%3Aaaid%3Ascds%3AUS%3Ad01bf988-a198-4928-bea0-6a089b7d9f9c
Day 2-(15-18 minutes)-“PROBLEM SET”
At the completion of the worksheet students will be prompted to a loom video of me congratulating them on their fictional goal setting as a “team owner.” I will also use this time to assign a homework challenge of journaling their personal season SMART goals. Studies have shown that the “10-Minute Rule for homework is an effective way of assigning work. Meaning 10 minutes of work per grade level of student (Bempechant, 2020). This will look familiar to them as they will need to address a long term goal, three short term goals and a minimum of two objectives per short term goal. Students will then need to set a face to face appointment with me to review their personal goals.
Day 3-(20-25 minutes)-“CREATE”
Following the creation of strategies, students will be assigned homework via a slide. Students will prepare benchmarks on how to evaluate the following: long-term goal, short-term goal, objectives and strategies that they set in previous assignments. These evaluation processes must include when and how they will evaluate and reflect. Students will turn in their evaluation plan to the athletic director to follow up on the when and how students/athletes are progressing towards their goals.
Additional Resources