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The Hinge That Joins Teaching and Learning

November 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

"A game changer! Jane Pollock has done it again. Feedback has the potential to truly transform classroom instruction and positively impact student engagement, motivation and achievement. A must-have for all educators."

Joanele Hoce, Intervention Support / Literacy Specialist
Tri-County North Local Schools, Lewisburg, OH

“With Feedback, Pollock helps teachers, administrators, and coaches by prescribing strategies for creating a culture of feedback. The wonderful instructional tools and clear explanations in this book create a blueprint for developing independent thinkers, engaged students, and high achievers in every classroom."

Jason Wenschlag, Principal
Birchview Elementary School, Plymouth, MN

“This book demonstrates the essential connection between establishing clear learning goals and feedback. The author uses accessible language and real-life examples to allow educators to visualize the application of the strategies in the classroom.”

Michael Pakakis, Director, Victorian Space Science Education Centre
Strathmore Secondary College, Victoria, Australia

Feedback transforms the roles of both the classroom teacher and principal. The teacher becomes a learning coach by providing ongoing feedback to students. This affirms students or allows them to redirect their learning.”

Chris Joch, Director of Curriculum, Instruction & Assessment
Waterford Graded School District, WI

Feedback provides strategies that teachers can implement to improve student achievement and optimize student engagement. The author offers real-life teacher strategies that can be adapted into any classroom and will motivate students to become involved in learning instead of just being bystanders.”

Linda Law, Director of Curriculum and Instruction K-12
Baldwinsville Central School District, NY

“Captivating and sensible, Feedback offers realistic information about how to motivate the unmotivated learner in your classroom and improve student achievement!"

Dana L. Ziegler, Primary Teacher
Baldwinsville Central School District, NY

“Jane Pollock shows us that feedback is not the destination on our educational journey, but it is the vehicle that moves students toward clear learning goals and drives instructional planning for teachers.”

Bill Hayes, Principal
Greenview Local Schools, Jamestown, OH

"Jane Pollock helps us understand how engagement in learning changes when feedback becomes a collaboration betwen student and teacher. The practical implementation of a variety of strategies is conveyed through the use of a 'teacher voice', making it seem accessible and doable for all teachers."

Diane Quirk, Instructional Technology Specialist
Cicero, NY

"Jane Pollock illustrates the importance of empowering our students to manage their own learning through the use of instructive feedback."

Michael Adams, Director
Colegio Jorge Washington, Cartagena, Columbia

"The strategies and ideas laid out by Jane Pollock help to move teaching and learning beyond the kind of test-prep dominated models of instruction found in too many schools, and toward approaches that will cause learners to understand and retain more information, and then to do better on tests, as well!"

David T Conley, Professor
University of Oregon

Sample Materials & Chapters


Chapter1: The Hinge Factor: Feedback

Jane E. Pollock

Learn more about Jane Pollock's PD offeringsJane E. Pollock, Learning Horizon, Inc., specializes in teaching and supervising learning. She provides long-term consulting services to schools worldwide that help them improve student learning and teaching practices. Dr. Pollock is the author of Improving Student Learning One Teacher at a Time (2007) and the coauthor of Dimensions of Learning Teacher and Training Manuals (1996), Assessment, Grading and Record Keeping (1999), Classroom Instruction That Works (2001), Improving Student Learning One Principal at a Time (2009) and Improving Student Learning by Minding the Gap (2011). She is an... More About Author

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ISBN: 9781412997430