Reflection: Alternative Pathway Leading To Learning

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Student: I didn’t do so well on the division of fractions assessment. I want to complete a retake tomorrow.
Teacher: Tomorrow will work well. Be sure to get a division of fractions remedial sheet from the folder on the counter. The sheet includes important re-teaching points as well as practice problems to help you prepare for the retake.
Student (After completing retake assessment): I don’t think I did well because this isn’t the same assessment. The numbers in the problem are different.
Through the previous conversation example one should be able to see that a grading scale adds pressure to perform on the student and in doing so clouds the capacity and desire to learn.
Alternative Pathway Leading To Learning To get away from the pressures
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81-112) promote a model of feedback. They believe that feedback should lead to answering three specific questions: Where am I going? (What are the goals?), How am I going? (What progress is being made toward goal?), and Where to next? (What activities need to be undertaken to make better progress?). Going further than Barnes, Hattie and Timperley (2007, pp. 81-112) promote that four types of feedback exist: feedback on task (FB), feedback on process (FP), feedback on self-regulation (FR), and feedback on self (FS).
Feedback on the task is often called corrective feedback or knowledge of results. Students are shown the portions of a task that have been successfully achieved as well as the areas that need further growth. Feedback on the process relates to students’ strategies for error detection. For this reason, feedback at this level is more effective than at the task level for enhancing deeper learning (Hattie & Timperley, 2007, pp. 81-112). These two forms of feedback are in place to get the student to move from focusing on the correct answer to being internally motivated learners with high
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For feedback on a task, immediate error correction can result in faster rates of learning (Hattie & Timperley, 2007, pp. 81-112). The immediate correction will allow the student to see the error, the reason for the error, and make a change before longer periods of misuse occur. Keep in mind though that providing too much feedback while students are actively engaged in a task is best to avoid (Corno & Snow, 1986). One of the few times immediate feedback on a task is not best is if fluency is the focus of the task. In providing the feedback immediately it can detract from the learning of automaticity which fluency requires (Hattie & Timperley, 2007, pp. 81-112). Differing from feedback on a task, feedback on a process is better suited for when the student has some time to think about what has been done (Hattie & Timperley, 2007, pp. 81-112). The reflection time allows for students to analyze the process and make the connection between the process and the feedback being given. Students will benefit more with the feedback being delayed several minutes, hours or even weeks since the tasks are more difficult (Clariana, Wagner, & Rohrer-Murphy,

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