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Challenging Learning Through Feedback: How to Get the Type, Tone, and Quality of Feedback Right Every Time (International Edition)

by James Nottingham and Jill Nottingham Corwin Press
Pub Date:
Pbk 184 pages
AU$68.00 NZ$68.70
Product Status: No Australian Rights - We cannot sell you this title
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& Academics:
The process of providing high quality feedback actually begins with establishing clear learning intentions and success criteria. This book shows how to use the ASK taxonomy to provide clarity for students, and then specifically craft feedback to address their learning goals.


Teachers and educators will find:


    • How to know when your feedback is (and isn't) working;


    • How to craft feedback so that it answers the three essential questions;


    • Humorous vignettes of feedback done right and wrong;


    • Practical strategies for crafting clear Learning Intentions and Success Criteria;


    • Strategies, templates, and rubrics for providing feedback tied to learning goals;


    • How to teach students to provide high quality feedback to themselves and others.


List of Figures
The Challenging Learning Story
Foreword by Shirley Clarke
About the Authors
The Language of Learning
Chapter 1: Setting the Scene
1.0 Why Read Yet Another Book About Feedback?
1.1 What Is Feedback?
1.2 Assessment: To Sit Beside
1.3 Four Levels of Feedback
1.4 Matching Feedback to Levels of Understanding (Using the SOLO Taxonomy)
1.5 Praise vs. Feedback
1.6 Does Grading Count as Feedback?
1.7 Other Types of Feedback
1.8 Review
1.9 Next Steps
Chapter 2: Current Reality
2.0 What Is Your Feedback Like Now?
2.1 Characteristics of Excellent Feedback
2.2 Corrective, Component and Comprehensive Feedback
2.3 Extending Feedback
2.4 Review
2.5 Next Steps
Chapter 3: Creating a Culture for Feedback
3.0 Feedback Utopia
3.1 Ten Ways to Build Towards Feedback Utopia
3.2 Review
3.3 Next Steps
Chapter 4: Goals Before Feedback
4.0 Feedback Should Refer to Learning Goals
4.1 Long-Term and Short-Term Goals
4.2 Learning Intentions (LI) and Success Criteria (SC)
4.3 How to Design Effective LI and SC
4.4 Example LI and SC to Use With Five- to Eleven-Year-Olds
4.5 Example LI and SC to Use With Eleven- to Eighteen-Year-Olds
4.6 Learning Goals for Working Together
4.7 Review
4.8 Next Steps
Chapter 5: Taxonomies to Support Goal Setting
5.0 Learning How to Learn
5.1 Using Taxonomies Wisely
5.2 Bloom's Taxonomy (and Beyond)
5.3 The EDUCERE Taxonomy of Thinking Skills
5.4 The ASK Model
5.5 Footnote to Taxonomies: Beware!
5.6 Review
5.7 Next Steps
Chapter 6: Feedback and the SOLO Taxonomy
6.0 The SOLO Taxonomy
6.1 How the SOLO Taxonomy Relates to the Learning Challenge
6.2 How the SOLO Taxonomy Relates to Feedback
6.3 How the SOLO Taxonomy Relates to Learning
6.4 The SOLO Treehouse
6.5 Review
6.6 Next Steps
Chapter 7: Seven Steps to Feedback
7.0 Background
7.1 Using the Seven Steps to Feedback
7.2 The Seven Steps to Feedback: Some Final Thoughts
7.3 But There's No Time!
7.4 Review
7.5 Next Steps
Chapter 8: Tools for Feedback
8.0 Using the Learning Challenge to Generate Feedback Questions
8.1 Learning Challenge Feedback Questions: Stage 1
8.2 Learning Challenge Feedback Questions: Stage 2
8.3 Learning Challenge Feedback Questions: Stage 3
8.4 Learning Challenge Feedback Questions: Stage 4
8.5 Learning Detectives
8.6 Examples of Clues for Learning Detectives to Search For
8.7 Review
8.8 Next Steps and Further Reading
Repertoire and Judgement Notes

"This is a timely well researched, practical view into the teachers’ view of Visible Learning and all this research can do to advance learning for all students. Written in an engaging, example filled, light humorous style it gives the reader some real practical examples of formative assessment strategies, clarity about learning intentions and success criteria, the essence of good lesson design. It’s what we have been waiting for to make Visible Learning come alive for our teachers in the classroom."

Ainsley B Rose, Corwin Consultant, West Kelowna BC, Canada


"This was a thought provoking read and one I will reference over and over again. The authors have created a thorough reference for all teachers working to make their feedback impact learning, not only student learning, but their own. This will be a valuable reference for educators for years to come. I think that this reaches beyond classroom walls and will also help administrators model feedback for teachers and make an impact on the growth of student achievement." Katina Keener, Elementary Principal, Hayes, VA


"This book is a must-have for teachers. It’s easy-to-read and easy-to-implement. Feedback provided at the right time and in the right manner increases student motivation and learning outcome. It is relevant for all grade levels." Joyce Sager, Reading Teacher for Dyslexic High School Students Gadsden, AL


"A great tool for professional development and personal growth for any educator. This book is the add-on I need during feedback sessions. Teachers need the examples and explanations this book offers." Harry Dickens, Education Consultant, Texarkana, TX


"With the rapid emergence of formative assessment used in support of learning, refinements also are emerging in our understanding of how to use of descriptive feedback during learning to promote student success. This new book provides the most up-to-date and complete treatment synthesis of those understandings. Rare is the book that offers guidance both to scholars and practitioners, but this book does both."

Rick Stiggins, Assessment Consultant, Corwin Author
James Nottingham is the founder of Challenging Learning, a company based in the UK, Australia and Scandinavia. His passion is in transforming the most up-to-date research into strategies that really work in the classroom. He has been described by the Swedish Teaching Union as “one of the most talked about names in the world of school development.”

Before training to be a teacher, James worked on a pig farm, in the chemical industry, for the American Red Cross and as a sports coach in a school for deaf children. At university, he gained a first class honours degree in education. He then worked as a teacher and leader in primary and secondary schools in the UK before co-founding an award-winning, multi-million pound social regeneration project supporting schools and businesses across the UK. In 2009, James was listed among the Future 500 – a “definitive list of the UK’s most forward-thinking and brightest innovators.”


Jill Nottingham’s background is in teaching, leadership and consultancy. She has been a teacher and leader in kindergartens and schools in some of the more socially deprived areas of North East England. During that time, she developed many approaches to teaching children how to learn that are still being used in schools and taught in universities today. Jill has also trained with Edward de Bono at the University of Malta, and has studied for a Masters degree in Education with the University of Newcastle.


Jill now leads Challenging Learning’s pre-school and primary school consultancy. She has written many of the Challenging Learning teaching materials, has edited the others, and is currently writing 3 books for schools and 2 books for pre-schools. In amongst this she finds time to be the mother of 3 gorgeous children!