Do They Hear You?

Autor/inn/en	Hattie, John; Fisher, Douglas; Frey, Nancy
Titel	Do They Hear You?
Quelle	In: Educational Leadership, 73 (2016) 7, S.16-21 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Feedback (Response); Barriers; Goal Orientation; Success; Teacher Role; Teaching Methods; Student Development; Bias + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Erfolg; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although research indicates that feedback can be one of the most effective instructional strategies for improving student performance, getting students to listen and act on feedback can be complicated. If feedback is vague and personal, students may pay attention only to positive comments that are positive and boost their self-image ("That was a great job! You're so smart!") and defensively reject commons that are negative ("Confusing with some awkward sentences"). The authors offer practical strategies to get past students' barriers to receiving and using feedback. For example, to make the most of feedback, it's important to establish clear goals so that students know what they're working toward. Once students understand the criteria for success, they're more likely to accept and value feedback that helps them reach that goal. In addition, teachers should provide the right feedback at the right time, helping students answer the questions, Where am I going? How am I going? and Where do I need to go next? Third, teachers can help students develop their listening skills by giving them practice in paraphrasing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01