Using Examples and Non-Examples to Provide Effective Feedback, Clarifying Success AND Activating Learning

 

Using Examples and Non-Examples to Provide Effective Feedback, Clarifying Success AND Activating Learning

Earlier this week, I participated in a webinar with John Hattie on feedback. He started the webinar with a “feedback is an interesting variable because what works for one student doesn’t work for another student,” and then reminded participants the best feedback answers these questions:

  1. Where am I going? What is the learning intention/objective.

  2. How’s it going? Feedback informs practice. 

  3. How do I improve? Directing the next steps. 


After sharing several principles and strategies he shared, “Effective feedback clarifies success and activates learning” and how to use examples and non-examples. 






Give students an example and non-example

Example 1

Example 2

If you enjoy seafood, the restaurant offers many fish selections. The kitchen prepares several fresh fish dishes that are sure to please you. On my visit I enjoyed a pan-fried, fresh-caught trout, one of the fish dishes that change regularly, ensuring their freshness.

For those who enjoy seafood, the restaurant offers several fish selections, which vary depending on the day’s catch. My waiter suggested the pan-fried rainbow trout, and I’m glad she did. 


Which example is more effective and why? After providing the example, students should highlight, annotate, and/or comment about which example they prefer. When appropriate, encourage students to attribute their reasoning to a specific skill or strategy. 


The 3rd step Why is the exemplar more effective? allows variation depending on where the student is in the learning process, making this strategy an effective one for use at the beginning, middle and end of the learning process while also enabling differentiation and scaffolding. Using the provided restaurant review example, one student might say, “Example 2 sounds better. It’s cleaner.” A more advanced learner may comment, “The restaurant offers fish whether you like it or not,” and an expert learner might identify the problem as “the subordination is not clear in the first sentence.” 


How does your own work compare and What are the next steps to improve?

Students can also work independently or collaboratively to improve the examples (notice that both examples provide opportunities for improvement) and then apply their knowledge and skills to their own work. According to Hattie, “It’s at this stage that students build a nose for quality” that goes beyond the success criteria (learning objective) to use a lens to examine their own work or the work of others. By building this culture of critique, students are preparing themselves for peer critique while enabling them to see learning through the eyes of both the learner and the teacher. 


Uses of Examples and Non-Examples

  • Redirect a lesson using exemplars: When students are not achieving mastery, provide examples and non-examples and use questions to prompt deeper student understanding. 

  • Collaborative work: Have students share which example they preferred and why; encouraging them to use appropriate skill-based vocabulary.  

  • Vocabulary Acquisition: Use of the Frayer Model

  • Demonstration of a new procedure or a kinesthetic skill: This is perhaps where we’re most used to non-examples--You don’t want to ____. For example, in learning to lift weights, your teacher will undoubtedly say, “Don’t do….”

  • Concept-based learning: When the learner needs to generalize but common attributes between the two concepts exist present both examples side-by-side simultaneously. In art, differentiating between shape and form and in math the concepts of mean, median, and mode lend themselves example and non-examples. 

  • Application of practice: Which examples demonstrate use of ____. This works well with mathematical or scientific usages, specific skills, etc. 

  • As an independent or asynchronous learning activity: This is a great way to prime the brain for learning and a means to measure student understanding/background knowledge in advance of learning. 

    • By providing 2 examples and having students complete the learning task independently, they are prepared to share with classmates.

    • Examples/non-examples can foster classroom discussions (live or asynchronous)

    • Students can find/create examples and non-examples as a homework assignment and share with their classmates for “evaluation.” 


Tips

  • Start with simple examples and progress to more difficult ones. 

  • Use examples and non-examples throughout the unit, enabling students and you to see and experience the learning progression. 

  • Use examples and non-examples to ensure transparent communication of the three essential questions for feedback


Connecting with Students (Part 2)

There were some great suggestions from our November asynchronous faculty meeting where we asked, “What strategy or activity have you used to connect with your students or have them connect with each other?” Here’s a pdf of your answers. And several have asked to continue the conversation, so here’s a Jamboard to further the conversation and continue our learning


WAHS Community Newsletter

Check out our Community Newsletter https://www.smore.com/vxd35 with information on

  • December Community Cafe

  • Choir and Orchestra Concert

  • Theater Performances

  • Parent Council


Tasks/Important Information

WAHS will be performing two plays online (not in person)  this winter, Tragedians Anonymous and Silent Sky. Dec. 17, 18, and 19 at 7:00pm. We would like to give free tickets to all faculty and staff who would like to “attend”! If you want to join in the fun, please email me (Caitlin) and tell me which date you would prefer and I will get the ticket emailed to you. Tragedians Anonymous is a comedy about Shakespeare’s tragic characters in group therapy. Silent Sky is a drama about some of the first female astronomers who worked at Harvard Observatory in the 1900’s. ~Caitlin Pitts


From the Henley PTSO: Please consider donating to The Giving Tree this holiday season. Formally the Angel Tree through Crozet Baptist, The Giving Tree, now sponsored by Henley PaTSO is a long standing community fundraising event that benefits children in Western Albemarle school feeder pattern. This year we have 100 students to provide for. Our goal is to provide each family a $75 gift card per child to purchase clothing and shoes with. Even if you are not able to help out financially now, please consider forwarding this link to you family, friends, coworkers and other community organizations in hopes that they may be able to. No amount is too small. We will not be able to do this without community support. Let's make sure no child in our community goes without this holiday season! http://charity.gofundme.com/henley-giving-tree

End of Semester Information: Exams, Mock Exams, Culminating Projects, Etc. 

https://bit.ly/WAHSannounce To request an announcement, calendar event, etc. 

 

https://bit.ly/TWCStuRec Together We Care Student Recognition 

 


Birthdays

December 10: Yohanis Kassa 


Worth Your Time

Racial microaggressions take a major toll on Black Americans


Failing grades double and triple--some rising sixfold--amid pandemic learning


COVID-19 and videoclassism: implicit bias, videojudgment, and why I’m terrified to have you look over my shoulder

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