Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback

Whitney, Todd; Ackerman, Kera B.

doi:10.1177/1074295620902474

Cited by 5 publications

(3 citation statements)

References 28 publications

(31 reference statements)

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“…First, the feedback (e.g., comments, suggestions, and directions) delivered in response to students’ specific actions or performance can provide information about the techniques and enable them to identify their technical errors, which constitute an important aspect for skill learning [ 40 ]. Second, feedback may promote a positive student–teacher relationship, a feature that has been shown to increase students’ skill learning motivation, thereby improving their skill performance [ 44 ]. Providing feedback may be a natural, efficient, and economical strategy for students’ motor skill learning during PE classes.…”

Section: Discussionmentioning

confidence: 99%

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Zhou

Shao

Wang

2021

IJERPH

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Objectives: Feedback is an essential factor that may affect students’ motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students’ skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content). Methods: A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis. Results: Strong evidence indicates the effectiveness of feedback intervention on students’ skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback. Conclusion: The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.

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Section: Discussionmentioning

confidence: 99%

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Zhou

Shao

Wang

2021

IJERPH

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“…Teaching methods predetermine the academic success of learners and their general well-being in the classroom (Silver et al, 2009). Moreover, informal verbal evaluation has a stronger influence on learners compared with written evaluation (Hattie, 2012;Whitney & Ackerman, 2020). In the current study, the openness of students and expression of their safety while asking for help from teachers and friends were analysed by observing the class as a system; however, a deeper analysis allowing for identifying the correlation of individual safety with the class/group microclimate was not conducted.…”

Section: Discussionmentioning

confidence: 97%

Implementing UDL: Development of Purposeful and Motivated Students

Stasiūnaitienė

Navaitienė

2021

Inclusive Learning and Educational Equity

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The assurance of purposeful and motivated learning activities in educational practice has been explored for many years. The essence of purposeful learning, which combines the goals of both teachers and learners, is to focus the participants of the pedagogical process on positive pedagogical interactions and mutual progress. The learner receives a package of knowledge, skills, behaviour and values important for socialisation from the teacher, whereas the teacher ensures confirmation of the quality of their own activity through pedagogical interactions. This chapter presents the results of a study aiming to answer two research questions: (1) What qualities and abilities of a purposeful and motivated expert learner are developed by applying the universal design for learning (UDL) approach? (2) How do educational factors facilitate the development of a purposeful and motivated expert learner by applying the UDL approach? In answering these questions, the processes occurring in the context of Lithuanian education were studied.

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“…The practice of using AT during regular instruction enables learners to learn to use them during assessment without difficulty which can minimize unnecessary barriers to demonstrate knowledge. Considerations which can guide choices related to planning accommodations for SWD include identifying specific tasks students may not be able to do, evaluating the effectiveness of current and previous strategies, accommodations and AT implemented, identifying barriers to success and investigating available ATs to address instruction and assessment needs [28].…”

Section: Use Assistive and Instructional Technologies (Hlp 19)mentioning

confidence: 99%

High-Leverage Instructional Practices for Students with Autism and Mild Disabilities in Traditional and Remote Learning Settings

McKeithan¹

2021

GJIDD

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Meeting the needs of students with autism and mild disabilities effectively in traditional and remote settings must be an individualized, purposeful, and data-driven process [1]. Learning to implement a core foundation of easy-to-use evidence-based instructional practices can help teachers across content areas develop a core foundation of “go to” practices which can potentially benefit all students with and without disabilities [2]. The High-Leverage Practices (HLPs) recently identified by the Council for Exceptional Children and the CEEDAR Center at the University of Florida [3] can help educators to target their students’ most significant skill deficits and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential. The 22 identified HLPs are multifaceted, evidence-based practices.

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Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback

Cited by 5 publications

References 28 publications

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review

Implementing UDL: Development of Purposeful and Motivated Students

High-Leverage Instructional Practices for Students with Autism and Mild Disabilities in Traditional and Remote Learning Settings

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