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Increase Engagement through Feedback and Planned Transitions Dianne Marie Ernst Walden University Ernest Palestis, Ed.D EDUC 6657 Creating an Effective Classroom Learning Environment May 27, 2018

2 Increase Engagement through Feedback and Planned Transitions The amount of time students are actively engaged in learning is a determining factor of academic achievement. There are many strategies to increase students’ engagement and decrease negative behaviors effectively. Two approaches that effectively enhance student engagement are effective feedback and planned transitions. These strategies not only increase student engagement but can provide student motivation. Effective feedback allows students to feel that they are competent learners who can achieve their goals. Reynolds (2013) states that providing positive feedback on a regular basis can transform a student’s learning and increase academic achievement. Two of the methods I use for feedback is formative assessment and specific feedback. Using effective formative assessment feedback in writing lets students know that we are engaging with their writing and opens a dialogue to help them improve the quality of their work (Sieben, 2017). Likewise, it provides a way for teachers to redirect student thinking and help students improve on future assignments (Falter & Sondergeld, 2015). I use this strategy to differentiate my feedback to align with the needs of my students. For example, my higher achieving students need more instruction on writing development whereas other students may need feedback regarding conventions, sentence structure, or organization. Reynolds (2013) posits that we need to consider the needs of each student so we can provide the proper encouragements and limit our feedback to one or two foci. When I limit my critique to one area of writing it allows my students to focus on that singular aspect and not become overwhelmed by other weaknesses in their writing. Along with the formative assessment, I use specific and immediate feedback. Student learning is enhanced when specific feedback that is related to the learning process is provided responsibly and honestly (Jones & Jones, 2016). I use both verbal and non-verbal feedback in my

3 classroom. While I use verbal feedback during student conferences for writing and small group meetings, I find that non-verbal feedback works well during whole group instruction and group activities. By recognizing and acknowledging student effort, persistence, and the application of principles with a high-five or thumbs up (Fonseca, Carvalho, Conboy, Valente, Gama, Salema & Fiúza, 2015) I am providing students positive feedback that promotes self-worth and motivation to continue learning. I use non-verbal feedback when groups are collaborating in discussions when they are working on research or working on group projects. I give encouragement based on effort, willingness to participate, and effective communication skills. I want my students to know that I am a part of their learning process. Non-verbal feedback has encouraged my more reluctant small group participants to acquire more self-esteem and begin to contribute to small group and whole group discussions readily. Even though feedback is essential to student engagement and achievement, transitions between activities and subjects are equally important. Students spend upwards of fifteen percent of their learning time transitioning between activities and learning experiences in the elementary classroom (Jones & Jones, 2016). Since my school district implemented departmentalization, there are more transition times for students in 3rd through 5th grade both inside and outside the classroom. Banerjee and Horn (2013) state that recognizing the need to apply evidence-based strategies for smooth transitions increases student learning time in the classroom. Additionally, effectively transitioning student activities increases student independence and decreases classroom disruptions (Hine, Ardoin, & Foster, 2015). One strategy I use to help students with transitions is posting the daily schedule as recommended by Jones and Jones (2016) along with my morning announcements. I also provide written and verbal changes to the schedule as needed. Posting a schedule has been especially effective this year as I have a student who is deaf

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4 in my classroom. Providing her with a visual cue for the day’s events has reduced her anxiety about upcoming transitions and allows her to better prepare and organize her belongings before switching classes. Another transition strategy I use is using a timer for students to monitor their progress during the Differentiated Reading Instruction block when I am working with reading groups, and students need to complete independent written responses. I use a split screen on the Smartboard where one side contains a list of the independent work choices, and the other side has a countdown timer set at 15-minute increments. When the students hear the chime, they can tell which group is meeting next by the display on the Smartboard and can self-monitor the level of work completion. When the students are progressing positively, the class receives recess points that can be cashed in for extended recess. While this process took three weeks to implement at the beginning of the year, it helped students to focus on completing their independent reading responses while waiting to come to their reading group. Using evidence-based strategies to engage learners and increase motivation is critical to student academic success. These strategies provide students with the guidance they need to become more self-regulating and responsible for their learning. It also sets the stage for a safe and supportive learning environment that considers the needs of all learners. As I continue with my teaching career, I would like to build a broader repertoire of strategies for feedback and transitions. One feedback strategy that I need to develop is the use of rubrics. While I explain the expectations of an assignment and review the success criteria using the rubric, I need to spend more time helping students understand their level of performance and how to improve. Students need to understand the specific goals that are being assessed and how it relates to the learning goals (Jones & Jones, 2016). I can use the built-in curriculum flex days to meet with students and

5 focus on an area of concern within the parameters of the rubric. While I have some transition strategies, I often find that I get bored with some of the routines. One way that I add to my toolkit of transition strategies is to collaborate with other staff members or observe them in action. Collaboration with special education teachers can also provide strategies that help support students with different needs (Jones & Jones, 2016).

6 Effective Feedback Strategies  Goal Referenced Criteria – Effective feedback requires teachers to explain the learning goals and what the expectations of learning are for the students. Teachers need to provide students with guidance and reminders on how to improve and achieve the learning outcome. While rubrics are guides for students, teachers have to explicitly explain what each level of achievement that is along the continuum. (Edgerly, Wilcox & Easter, 2018; Reynolds, 2013)  Student Data – Recording student data provides students with information about their growth in a particular area. When students record their own data, they take ownership in their learning. When teachers help students reflect on data that supports the mastery of standards instead of performance standards, students recognize strengths and weaknesses and can develop plans for improvement. (Jones & Jones, 2016; Marsh, Farrell & Bertrand, 2016)  Self-Evaluation/Reflection – Engaging students in self-evaluation helps them develop plans to move forward in their learning. Asking students to think about the factors that helped them be successful leads to growth mindset. Encourage students to reflect on their efforts, what was challenging, and what strategies they can use to improve. Students who believe that they can achieve by putting forth effort and determination have higher academic success. (Edgerly, Wilcox & Easter, 2018; Jones & Jones, 2016; McCoy, 2013)  Peer Feedback – Modeling what effective feedback looks like and sounds like provides students with opportunities to critique each other in positive and helpful ways. Teachers can allow students to choose their own partner or teachers can select an expert partner to help coach another student. Peer feedback promotes collaboration, builds a classroom

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7 community, and helps students take responsibility for their own learning. Students can use post-it notes to provide their partner with two stars for work well done and one wish for something that needs improvement. (Jones & Jones, 2016; Reynolds, 2013  Specific and Honest Feedback – Don’t overwhelm students with every aspect of their work, instead emphasize specific skills that a student needs to improve. Use a balance of compliments with the critiques. The effective ratio is three compliments to one critique. Students can then focus on the critique. Teachers can log the critiques to monitor the progress the student has made. (Sieben, 2017; Jones & Jones, 2016)

8 Effective Transition Strategies  Transition Signals – Transition signals are a classroom management tool that calls attention to the teacher for further instruction. These signals include both verbal and physical components. Teachers can choose call and response statement, flashing lights or chimes, or verbal warnings about transitions. Whichever method is chosen, the educator must teach the students the procedures and use modeling and practice for expected behaviors. Transition signals help students become more self-regulatory and independent during transitions. (Jones & Jones, 2016; Hine, Ardoin & Foster, 2015)  Group Competitions – Teachers can use timers to create friendly competitions in the classroom for transitions. When first introduced, the teacher uses a timer or stopwatch to time how long it takes students to prepare for a transition that has been effectively explained. After the students have learned the transition routine, the teacher can divide the students into groups so a friendly competition can occur. This strategy works well with interactive whiteboards that have timer applications as it gives students a visual reminder as well. (Jones & Jones, 2016; Hine, Ardoin & Foster, 2015)  Visual Supports – Teachers can provide visual supports in the classroom to help students transition. This is effective in early education or with students who have specific needs. Teachers can place paw prints on the floor where students are to line up, circles on the floor for seating, or tape lines on the floor to mark activity areas. (Guardino & Fullerton, 2014)  Peer Support – Some students can benefit from having a transition buddy in the classroom. Transition buddies offer support during transitions by helping another student follow routines. This is effective when the class is changing activities or during arrival in

9 and departure from the classroom. Transition buddies offer the support that a student needs and allows for positive social exchanges. (Jones & Jones, 2016; Banerjee & Horn, 2013)  Music – As the saying goes “Music can tame the savage beast.” Music can provide an excellent way to transition students from one activity to another. Teachers can use volume or the rhythm of music to help students transition between activities. Music can also be used to start or stop activities in a manner similar to playing musical chairs. When the music stops, students freeze and listen for directions. Music can also be used as a brain break between activities so students can refocus. (Koops, 2018)

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10 References Banerjee, R., & Horn, E. (2013). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children , 16 (2), 3-14. Edgerly, H., Wilcox, J., & Easter, J. (2018). Creating a positive feedback culture: Eight practical principles to improve students' learning. Science Scope , (5). 43-49. Falter, A., & Sondergeld, T. (2015). Investigating the impact of feedback instruction: Partnering preservice teachers with middle school students to provide digital, scaffolded feedback. Journal Of The Scholarship Of Teaching And Learning , 15 (4), 83-109. Fonseca, J., Carvalho, C., Conboy, J., Valente, M. O., Gama, A. P., Salema, M. H., & Fiúza, E. (2015). Changing teachers' feedback practices: A workshop challenge. Australian Journal Of Teacher Education , 40 (8), 59-82. Guardino, C., & Fullerton, E. K. (2014). Taking the time out of transitions. Education & Treatment Of Children , 37 (2), 211-228. Hine, J. F., Ardoin, S. P., & Foster, T. E. (2015). Decreasing transition times in elementary school classrooms: using computer-assisted instruction to automate intervention components. Journal Of Applied Behavior Analysis , (3), 495-510. doi:10.1002/jaba.233 Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson. Koops, L. H. (2018). Classroom management for early childhood music settings. General Music Today , 31 (3), 82. doi:10.1177/1048371318756997

11 Marsh, J. A., Farrell, C. C., & Bertrand, M. (2016). Trickle-down accountability: How middle school teachers engage students in data use. Educational Policy , 30 (2), 243-280. McCoy, B. (2013). Active and reflective learning to engage all students. Universal Journal of Educational Research, 1 (3), 146-153. Retrieved from http://www.hrpub.org/download/201310/ujer.2013.010302.pdf Reynolds, L. (2013). 20 ways to provide effective feedback for learning. Retrieved from http://www.teachthought.com/learning/20-ways-to-provide-effective-feedback-for- learning/ Sieben, N. (2017). Building hopeful secondary school writers through effective feedback strategies. English Journal , (6), 48-53.

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