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The Hinge That Joins Teaching and Learning

January 2012 | 144 pages | Corwin
The hinge-factor to improving student learning is right before our eyes in the classroom, and yet big budget reforms continue to look outside of the classroom. The hinge-factor is ôfeedback.ö The new cognitive feedback definition improves upon the old behaviorism one, offering new techniques and new strategies for teachers to use in classrooms. All teachers employ what they perceive to be feedback strategies, but most need to revisit the what, why, and how about feedback and the latest buzzword û formative assessment. Feedback is information communicated about an action, event, or process that relates back to the original source or goal. In the classroom, timely feedback can be any information that a learner receives as a consequence of performance that can be used to make improvements. Research and practice show that what is critical about feedback is: Not who gives it but who receives it. That it needs to be timely. Teachers need to learn basic techniques to efficiently turn curriculum statements into just-right learning targets so students can learn efficient progress monitoring with the help of the teacher. Students are adept at self-reporting and can learn strategies to track their own performances when instruction is deliberate. Learning to use a new definition of feedback, the hinge factor, teachers will find gains in classrooms without making other structural changes that are costly and political. Administrators can learn techniques to support teachers using the research during supervision.
Hinges in Action
About the Author
1. The Hinge Factor: Feedback
Managing Feedback

Research on Feedback

Feedback for Instruction, Not Only Assessment

Small Changes, Positive Gains

2. Positive Deviants
The Soup and the Ladle

Small Changes, Dramatic Results

The Flip

Making the Small Changes

3. The Tell-Tale Students
Tell-Tale Students

Feedback and Goal Setting

Feedback: Self

Feedback: Effort

Feedback From Peers and Feedback to the Teacher

Feedback Throughout the Class

Feedback in an Instant

Feedback Works to Engage

A Good Set of Goals

Invisible in Plain Sight

4. Learn to Engage
Was I That Teacher?

Simple Technique: Turn-and-Talk

Feedback: Peer Teaching

Feedback: The Brain That Changes Itself

Simple Technique: Take Notes

Feedback: Self, Peer, Teacher

Goals to Guide Notes

Note-Taking Methods

Evaluation Scale or Rubric

Feedback Is a Two-Way Street

Putting it Together

Many Strategies Work

5. Feedback From the Teacher
Feedback by Walking Around

Feedback to Standards

Doctors, Pilots, and English Teachers

A Good Set of Goals

Prepare to Give Feedback

Better Feedback, Better Performance

Feedback in the Twenty-First Century

Feedback and the Unmotivated Student

Changing Grading Habits

Feedback in Large Classes

What Motivates Us

6. Feedback Changed My Teaching

The How, Not the What

Twenty-First Century Feedback

You Don't Need Feedback Until You Need Feedback

Feedback for Myself

Everybody's Talking at Me

Tell-Tale Students, a Hinge Factor, and Positive Deviants

References and Resources

"Chapters offer analysis of a no-cost technique that only involves a little adjustment in teaching strategy, offering an approach that works like an app and produces results. Classroom examples and success stories offer applied examples of feedback at work."

Midwest Book Review, April 2012

Sample Materials & Chapters


Chapter1: The Hinge Factor: Feedback

For instructors

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ISBN: 9781412997430