The Cambridge handbook of instructional feedback:
"'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, United Kingdom
Cambridge University Press
2018
|
| Schriftenreihe: | Cambridge handbooks in psychology
|
| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 UBW01 UBY01 UER01 Volltext |
| Zusammenfassung: | "'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times, and have diverse effects on different people. But what if there were a drought (no rain, no feedback)? Consider the following two questions: If a tree falls in the woods and nobody's around to hear it...does it make a noise? If a teacher instructs some content or skill and doesn't assess and support learning...can students deeply learn? In both cases, the answer is no. So feedback is really important...not just for learning new things, but pretty much across all of life. There are countless examples of feedback in nature...with both positive and negative functions. For example, our hypothalamus reacts to changes in temperature and responds appropriately. If the temperature drops, we shiver to bring up the temperature; and if it's too hot, we sweat to cool down via evaporation. Predator-prey relations in nature are also well-known examples of feedback loops, as is climate change. The key difference between positive and negative feedback is their response to change...positive feedback enlarges change while negative feedback reduces change"... |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | 1 Online-Ressource (xxvii, 622 Seiten) Illustrationen |
| ISBN: | 9781316832134 |
| DOI: | 10.1017/9781316832134 |
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| 520 | |a "'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times, and have diverse effects on different people. But what if there were a drought (no rain, no feedback)? Consider the following two questions: If a tree falls in the woods and nobody's around to hear it...does it make a noise? If a teacher instructs some content or skill and doesn't assess and support learning...can students deeply learn? In both cases, the answer is no. So feedback is really important...not just for learning new things, but pretty much across all of life. There are countless examples of feedback in nature...with both positive and negative functions. For example, our hypothalamus reacts to changes in temperature and responds appropriately. If the temperature drops, we shiver to bring up the temperature; and if it's too hot, we sweat to cool down via evaporation. Predator-prey relations in nature are also well-known examples of feedback loops, as is climate change. The key difference between positive and negative feedback is their response to change...positive feedback enlarges change while negative feedback reduces change"... | ||
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| discipline | Pädagogik Soziologie |
| doi_str_mv | 10.1017/9781316832134 |
| format | Electronic eBook |
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| isbn | 9781316832134 |
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| spelling | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) Handbook of instructional feedback Instructional feedback Cambridge, United Kingdom Cambridge University Press 2018 1 Online-Ressource (xxvii, 622 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier Cambridge handbooks in psychology Includes bibliographical references and index "'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times, and have diverse effects on different people. But what if there were a drought (no rain, no feedback)? Consider the following two questions: If a tree falls in the woods and nobody's around to hear it...does it make a noise? If a teacher instructs some content or skill and doesn't assess and support learning...can students deeply learn? In both cases, the answer is no. So feedback is really important...not just for learning new things, but pretty much across all of life. There are countless examples of feedback in nature...with both positive and negative functions. For example, our hypothalamus reacts to changes in temperature and responds appropriately. If the temperature drops, we shiver to bring up the temperature; and if it's too hot, we sweat to cool down via evaporation. Predator-prey relations in nature are also well-known examples of feedback loops, as is climate change. The key difference between positive and negative feedback is their response to change...positive feedback enlarges change while negative feedback reduces change"... Feedback (Psychology) Communication in education Rückmeldung (DE-588)4178647-6 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lernzielkontrolle (DE-588)4167417-0 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Rückmeldung (DE-588)4178647-6 s Unterricht (DE-588)4062005-0 s Lernzielkontrolle (DE-588)4167417-0 s DE-604 Lipnevich, Anastasiya A. (DE-588)1029720088 edt Smith, Jeffrey K. (DE-588)109525362X edt Erscheint auch als Druck-Ausgabe, Paperback 978-1-316-63131-7 Erscheint auch als Druck-Ausgabe, Hardcover 978-1-107-17939-4 https://doi.org/10.1017/9781316832134 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | The Cambridge handbook of instructional feedback Feedback (Psychology) Communication in education Rückmeldung (DE-588)4178647-6 gnd Unterricht (DE-588)4062005-0 gnd Lernzielkontrolle (DE-588)4167417-0 gnd |
| subject_GND | (DE-588)4178647-6 (DE-588)4062005-0 (DE-588)4167417-0 (DE-588)4143413-4 |
| title | The Cambridge handbook of instructional feedback |
| title_alt | Handbook of instructional feedback Instructional feedback |
| title_auth | The Cambridge handbook of instructional feedback |
| title_exact_search | The Cambridge handbook of instructional feedback |
| title_full | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| title_fullStr | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| title_full_unstemmed | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| title_short | The Cambridge handbook of instructional feedback |
| title_sort | the cambridge handbook of instructional feedback |
| topic | Feedback (Psychology) Communication in education Rückmeldung (DE-588)4178647-6 gnd Unterricht (DE-588)4062005-0 gnd Lernzielkontrolle (DE-588)4167417-0 gnd |
| topic_facet | Feedback (Psychology) Communication in education Rückmeldung Unterricht Lernzielkontrolle Aufsatzsammlung |
| url | https://doi.org/10.1017/9781316832134 |
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