Produktdetaljer
Biographical note
Dr. John Almarode is a bestselling author and an Associate Professor of Education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarode′s work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. John and his colleagues have also focused a lot of attention on the process of implementation – taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs, Visible Learning, Visible Teaching, and the SOLO Taxonomy. Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.Feedback is complicated, complex, and layered. How Feedback Works made it feel possible and easy! As someone who is familiar with formative assessment practices, which include feedback and peer feedback, I saw the through line immediately. Each module addresses a different type of feedback but also adds a deeper understanding of feedback as new ideas are discussed in various ways. This book added to my own knowledge and pushed me to think a little differently.
- Jeni Mcintyre, Director of Data-Driven Instruction, Tulsa Public Schools
The contents of this book are accurate, coherent, consistent in theme, and backed up with references and plausible examples. This playbook provides appropriate and relevant guidance for teachers, including learning outcomes and information on misconceptions. It is relevant for all levels of learners in this field—from the lead to the highly accomplished to the proficient and provisional educators.
- Leanne Hebden, Quality Teaching Coach, Literacy, Instructional Leader, Department of Education, Tasmania, Kingston Primary School
Feedback is the missing link. As educators, we know the important role that feedback plays not just for our students, but for our teaching as well. And yet if we do not understand what that feedback looks like and sounds like, we can never truly know the depth of our impact. How Feedback Works gives the teacher the tools they need to know exactly when to use feedback and the kind of feedback that should be given.
- Barbara Lane, San Bernardino County Superintendent of Schools“
Feedback is one of education’s most powerful assets in moving learning forward, yet it’s often the most misunderstood. How Feedback Works ties in pedagogical principles with cognitive science and educational psychology to explain not only how to give effective feedback, but also how to create the structures and conditions necessary for feedback to maximize its potential on student learning. Through explanation, models, and guided practice, this playbook capitalizes on the research to help educators better understand and implement feedback that moves students to and through their next levels of learning. As an educator who coaches teachers, prekindergarten through twelfth grade, I’m excited to have this gem in my back pocket as a relevant reference to share with my colleagues and for developing my own knowledge and skill set around all things feedback.
- Kierstan Barbee, Director of Assessment for Learning