The role of feedback
Behaviorist theory was firstly introduced by Skinner. The main idea of the theory is that the learner is passive. Skinner stated that a learner’s mind should be clear. This will let him or her receive both positive and negative experience while learning. Behaviorism theory is based on the principle of punishment and reward. Feedback in the behaviorism theory plays a significant role. The point is that the external feedback helps the learner understand the mistakes and the step that should be taken next. Feedback provides the learner with correct information.
Sociocultural theory of learning was firstly presented by Vygotsky. He stated:
“The social dimension of consciousness is primary in time and in fact. The individual dimension of consciousness is derivative and secondary” (Vygotsky, p. 30)
Sociocultural theory is based on the study that a person cannot exist in the world individually. Society shapes the learner’s knowledge, as well as one’s own internal entity. When learning, a person should take into account social negotiation of meaning. When speaking about the role of feedback in the theory, it is worth to mention that feedback is rather significant. While the theory is based on social negotiations, it is significant to talk to others, share experience. Feedback is performed through dialogues, negotiations, interactions between peers.
Information processing theory was introduced only int he last century. Unlike the sociocultural theory, the information processing theory is aimed at developing the ability in the learner to think critically, to analyze and memorize information. Feedback is significant when applying the theory, as well as in the ones mentioned above. Feedback helps the learner to analyze and process information; it is aimed at building strong connections with the learner’s experience.
Approach to feedback
When providing students with feedback, it is significant to outline the main approach. The point is that all students differ. Hence, it is significant to find an approach that fits all the students. When providing students with feedback, it is necessary to realize that a learner should not only listen to the remarks of the teacher, but also be allowed to make his or her own commentaries. The first thing I want to know is whether a student is willing to get a feedback; whether he or she is ready to hear it. In the previous part of this work, I have mentioned three theories and the role of feedback in it. These theories determined three models of feedback that can be given to a student. In my work, I prefer to use the sociocultural approach to feedback. The point is that this approach lets a teacher and a student have a dialogue. In my opinion, this is something every learner needs. The point is that the sociocultural approach allows the student and the teacher talk and discuss all the mistakes, as well as strong sides. Obviously, this approach is not perfect. There are some things that may be changed. First, I want to make the feedback of two kinds: systematical and on demand. The point is that there are students who feel that their knowledge has improved. They need the feedback almost immediately. On the other hand, there are students who do not feel any improving; they demand no feedback. Hence, I suggest to introduce students with an obligatory monthly feedback, as well as feedback on demand.
Practice
Examples is something that helps the learner understand even the hardest material. No teacher should underestimate its significance. While in practice, I try to use as many examples, as possible to show students all the peculiarities of the topic. In my practice, I tried to use self explanation guideline. The point is that I try to get students involved in the process of learning. Obviously, it is boring simply to listen to the new material and make notes. However, if the learning process is conducted as a dialogue, the learning process becomes easier. Besides, when a person tries to think logically, it helps to memorize and understand more information that listening.
Use of examples and feedback
The use of examples and feedback is rather significant during the process of learning. The course helped me to reveal the new aspects in the teaching and learning process. For every class, there are special instructions, which a teacher should follow. However, sometimes it happens that not all the instructions can be followed. In other cases, a teacher realizes that the instruction is not full; he or she can give students more knowledge. In this case, feedback and the use of example strategies can help. I use feedback when the student addresses to me for not only help, but also when I feel that the student is willing to know more. On the contrary, when I realize that students do not understand something, or when the topic is too difficult for them, I use the example based strategies. It has been already mentioned above that the examples can help students understand the material better. There are many kinds of example based theories. However, before this course I used only one of them. Now I understand that it was not enough for my students. Hence, in the future I will try to implement all kinds of example based theories to explain material better.
Response
The video is the one every teacher should watch. Sarah Kaufman is the teacher every teacher should strive to be. The main aim of her work is to find an authentic assessment to every person. For this purpose, the teacher tries to find an original way of teaching her every student. The main tool is to provide children with challenging environment. This can help every student feel his or her improvement every day. Besides, Sarah Kaufman tries to divide her students into several groups according to the level of their knowledge and ability to learn. On the other hand, Sarah Kaufman is a rigorous teacher, who has high standards and demands.
Sarah Kaufman’s way to give students feedback is very interesting. After every assignment, each student brings her several stick notes with comments and observations on the reading. After that, the teacher analyzes it and compares it with the data collected before. During the class, Sarah divides the students into several groups according to the new data, and gives every group a unique task.
Resources:
Hattie J., Gan M. (2011) Chapter 13. Instructions based on feedback. Routledge
Renkl A. (2011) Chapter 14. Instructions based on examples. Routledge
Shunk D. H. (2011) Learning theories: an educational perspective. Pearson
Skinner B.F. (1988) About behaviorism. Random House USA Inc.
Vygotsky L. S. (1980) Mind in society: the development of higher psychological process. Harvard University Press
