Topic: Incourse-1: Selection of Psychological Principle & Explanation Plan with Example

Course Number & Title: CIT-574: Instructions and Educational Technology

Submitted To:
Iffat Naomee
Assistant Professor
Dept. of CIT
Institute of Education and Research
University of Dhaka

Submitted By:
Md. Rezaul Islam
Roll No: 17-034
Batch: 23rd
Dept. of CIT
Institute of Education and Research
University of Dhaka

Date of Submission: 30 June, 2022

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 Selection of Principle

American Psychological Association (APA) published the article named “Top 20 principles from
psychology for pre-K-12 teaching and learning” by Joan Lucariello, Sandra Graham, Bonnie Nastasi,
Carol Dwyer, Russ Skiba, Jonathan Plucker, Mary Pitiniak, Mary Brabeck, Darlene DeMarie and
Steven Pritzker in 2015. In this article Joan Lucariello and his colleagues synthesis the key
psychological principles and explain their implications in pre-k-12 educators.

From the top 20 psychological principles, I have choose the 6th one namely-“Importance of
feedback”

Description of the Principle

Name of the Principle: Importance of feedback
Definition of Feedback:

Feedback is information given to students about their performance that guides future behavior
(Ambrose et al., 2010, p. 125).

Feedback in educational contexts is information provided to a learner to reduce the gap between
current performance and a desired goal (Sadler, 1989).

Importance of Feedback:
Effective feedback tells students what they are or are not understanding, where their performance is
going well or poorly, and how they should direct their subsequent efforts (Ambrose et al., 2010, p.
137).

Effective feedback is a great way for teachers to use collected data in order to improve student
learning. Unfortunately, feedback opportunities are scarce in most classrooms (Bransford, Brown &
Cocking, 1999).

The primary purpose of feedback is to help learners adjust their thinking and behaviors to produce
improved learning outcomes (Shute, 2008).

According to American Psychological Association (APA, 2015)-

Clear, explanatory and timely feedback to students is important for learning. Specific learning goals
are the starting point followed by feedback on what students have right and wrong that guides them
to knowing what to do, becoming self correctors and taking ownership for their own learning.

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 Explanation of Plan

As a educator I should have my own strategy for providing feedback to my students while they learn.
I think, effective feedback is a continuous process. So I have made a smooth plan using this principle
to help students learning.

Field of Feedback based on selected principle-

 Feedback during teaching-learning activities

 Feedback during classroom performance
 Feedback during group work
 Feedback at the end of the class
 Feedback at the end of Class Test (CT)
 Feedback at the end of half yearly examination

Studies of effective teaching and learning have shown that learners want to know where they stand in
regards to their work. Providing answers to the following four questions on a regular basis will help
provide quality feedback. These four questions are also helpful when providing feedback to parents
(Dinham, 2002)
That’s why I will try to provide feedback to my students in teaching-learning based on 4 questions.
1. What can the student do?
2. What can’t the student do?
3. How does the student’s work compare with that of others?
4. How can the student do better?

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 Explanation of My Plan Based on Field of Feedback
Types of feedback may include: Corrective, Epistemic, Suggestive, and Epistemic + Suggestive
(Leibold and Schwarz, 2015).

Types of Field of Feedback Explanation of My Plan

Feedback
1. Feedback during  My feedback to the students must be educative in nature
teaching-learning  I will provide feedback in a timely manner
activities  I will explain to them of what they are doing
correctly and incorrectly.
Corrective
Feedback 2. Feedback during  I will give students the confidence to make mistakes
classroom  I will give genuine praise to the students
performance  I will be sensitive to the individual needs of the student.

3. Feedback during  Targeted and Concise

Suggestive group work  Focused
Feedback  Action Oriented

4. Feedback at the end  I will create a culture of feedback in my class

of the class  I will establish a respectful and positive learning climate
where feedback is normalized and valued.
Epistemic  Align feedback with the learning objectives
Feedback
5. Feedback at the end  one-one meeting
of Class Test (CT)  Small group meeting
 I will ensure feedback so that students can improve their
performance
6. Feedback at the end  I will be sensitive to the individual needs of the student.
Epistemic + of half yearly  Feedback can be given verbally, non-verbally or in
Suggestive examination written form.
Feedback  I will provide feedback so that students can motivate for
further learning.
 I will create Feedback as a tool for continued learning

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 Example of My Plan
 In my class I will create a respectful and positive learning climate where feedback is
normalized and valued.
 In front of my classroom I will set up a poster like bellow-

(N.B: This picture is taken from internet)

 I will create a friendly and learning environment where the students are able to participate
willingly in teaching learning environment.
 I will encourage the learners to express his/her opinion frankly whatever they thought.
 I will provide feedback in a smooth way like below-

1. “Thank you for that idea! How 2. “That’s a really great start, but perhaps
about…?” you could…”
“That’s a tricky one isn’t it?” “You’re on the right track, but you’re not
quite there yet.”

3. “Thanks for that idea! How about…?” 4. “Can you tell me more about how you
“Can anyone add to what __ said to help us figured that out?”
get to the right answer?” “How did you arrive at your answer?”
” I love your suggestion!”

5. “Do you remember how we did this last time?”

“You’re on the right track, but you’re not quite
there yet.”
“Did you think about…?”