Running Head: MODULE TWO JOURNAL 1

Module Two Journal

SPED 875: Advanced Practicum with Exceptional Children and Youth

University of Kansas

Dr. Martha Elford

Brent Seager

January 21, 2018

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Module Two Journal

Classroom Environment

Feedback is one element that teachers are constantly providing to their students to

encourage and motivate the students. While feedback is an essential element in the classroom

environment, feedback that is inconsistent, not timely, confusing, goal-referenced, or actionable

creates a chaotic environment for students and teachers. The feedback should be used to guide

and move instruction and support the students in the learning process. One important aspect that

educators need to consider is that feedback should be consistently provided to each student, as

this will build a classroom environment in which communication and expectations are clear

(Wiggins, 2012, p. 13-15). Even though some teachers do not reflect on their feedback, I believe

that reflection allows an educator to refine their feedback techniques and improve the classroom

environment.

Instruction

Feedback during instructional time is imperative, as it guides the instruction and provides

the educator with a chance to adapt and modify as necessary. While there are several different

forms of feedback that teachers can provide during instructional time, asking a colleague or

administrator to observe at least two different instructional periods. Having a minimum of two

observations conducted by a colleague or administrator will allow the educator to receive

suggestions and ideas to improve their feedback delivery strategies within the classroom. Even

though feedback is an essential element in the instruction process, having colleagues and

administrators observe or record feedback delivery will be vital to improving the feedback and

instruction quality in the classroom (Brookheart & Moss, 2015, p. 24-26).

Planning and Preparation

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There are several great ways that educators can plan and prepare to implement effective

feedback in lessons and activities. The first method that can be used is to video record lessons,

feedback sessions, and group activities. The educator can then review these independently or

with colleagues to collaborate on effective methods to improving feedback delivery within the

classroom. Being an educator means a dedication to continued learning, which will result in

more effective teaching and feedback in the classroom (Knight, 2014, p. 18-22). While there are

other great ways to plan and prepare to implement effective feedback in lessons and activities,

these two are some of the best methods to begin with.

Professional Responsibilities

While the teacher has many responsibilities in and out of the classroom, inventing and

searching for new ways to improve feedback is one of these responsibilities. Teachers will need

to clarify learning goals prior to the lesson and decide which type of feedback will be the most

effective to use. Teachers may also seek ideas from students about which types of feedback that

is the most beneficial. Teachers may also choose to have the students provide each other with

feedback, which is another responsibility that educators will need to seek out and monitor

(Hattie, 2012, p. 18-21). Even though there are several responsibilities that educators have,

finding creative ways to obtain feedback and make instructional adjustments are some of the

most important responsibilities.

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References

Brookheart, S. & Moss, C. (2015). How to give professional feedback. Educational Leadership,

72(7), p. 24-26.

Hattie, J. (2012). Know thy impact. Educational Leadership, 70(1), p. 18-21.

Knight, J. (2014). What you learn when you see yourself teach. Educational Leadership, 71(8),

p. 18-22.

Wiggins, G. (2012). Seven keys to effective FEEDBACK. Educational Leadership, 70(1), p. 13-

15.