The Learning Center provides tutorials and resources around each of the tools in G Suite as well as access to tips for using them for teaching and learning from Google Certified Teachers. Watch short video clips, learn tips and tricks, and explore the tools offered by Google.
The author describes a technique for using Google forms to collect and distribute anonymous student feedback to peers.
Synthesizing the research of John Hattie and Dylan Wiliam, a teacher presents a feedback structure she has used successfully in the classroom.
Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of the study of learning, the role of feedback has always been central and provides 5 tips for providing feedback to students.
The authors construct a research-based feedback model to enhance student learning, evaluating the effectiveness of 4 identified levels of feedback (task, process, self-regulation and the self). Defining effective feedback as that which answers three major questions asked by a educator/student: Where am I going? (What are the goals?), How am I going? (What progress is being made toward the goal?), and Where to next? (What activities need to be undertaken to make better progress?), the authors con
The Teacher Feedback Scale and My Classroom Scale were developed as part of this study and used to collect the data. Structural equation modeling was used to test a hypothesized model. The results indicated that negative teacher feedback and effort feedback were both related to students' relationships with their teachers, while ability feedback was associated with perceptions of the classroom environment. Praise was not related to classroom environment or teacher-student relationships.
While the majority of revisions that students made to their essays were surface-level revisions, the changes they made as a result of peer and teacher feedback were more often meaning-level changes than those revisions they made on their own. It was also found that writing multiple drafts resulted in overall essay improvement.