Instructional Feedback: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

Autor/inn/en	Oakes, Wendy Peia; Lane, Kathleen Lynne; Menzies, Holly M.; Buckman, Mark Matthew
Titel	Instructional Feedback: An Effective, Efficient, Low-Intensity Strategy to Support Student Success
Quelle	In: Beyond Behavior, 27 (2018) 3, S.168-174 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Menzies, Holly M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/1074295618799354
Schlagwörter	Teaching Methods; Feedback (Response); Prompting; Success; Classroom Techniques; Educational Objectives; Student Needs; Drills (Practice); Comprehension; Supervision; Teacher Role + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Erfolg; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Verstehen; Verständnis; Lehrerrolle
Abstract	Instructional feedback is a practical strategy for monitoring student learning in response to instruction and providing prompts to students to confirm, refine, or clarify their misunderstandings. In this article, we describe a step-by-step process for using instructional feedback, with teaching tips to assist successful implementation with all students, including those with emotional and behavioral disorders. Throughout the article, we offer lessons from practitioners who have successfully used instructional feedback in their classrooms. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01