Differentiated Formative Feedback for All: Learning From Secondary Math and Science Teachers During a Pandemic

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Teaching During the Pandemic: Lessons Learned (Table 2)

Abstract

While researchers and practitioners have long known that differentiating formative feedback (FF) is a requisite for creating more equitable learning opportunities for students, less is known about how teachers plan for, enact, and reflect on differentiated FF dialogues with students individually, in small groups, or as a whole class—a lens on practice we refer to as “configurations.” This empirical, qualitative case study explored middle school math and science teachers’ FF dialogues with students in different configurations. Analysis of classroom videos, transcripts, and binning tools found participants’ better and more effectively engaged in differentiated FF conversations with students when using Progress Guides. These more focused feedback exchanges centered on visible boundary objects helped teachers and students plan "next steps” with purpose.

Authors

• Brent Duckor, San José State University
  Presenting Author

• Carrie Holmberg, San José State University
  Presenting Author