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<h2 class="hd hd-2 unit-title">2.4.1 Incorporating Asset Framing Into Classroom Practices</h2>
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<p>So now that we’re aware of asset framing, how do we communicate it in our actions in the classroom? Wise Feedback is something teachers can use to incorporate asset framing into practice. Justin explains the components of Wise Feedback and shares some examples of how he uses this technique in the classes he teaches at MIT. </p>
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<h3 class="hd hd-2">Wise Feedback</h3>
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<h2 class="hd hd-2 unit-title">2.4.2 Tips for Giving Wise Feedback</h2>
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<p><strong>When to give Wise Feedback: </strong></p>
<ul>
<li><strong style="font-size: 1em;">You don’t need to do this for every piece of student work.</strong><span style="font-size: 1em;"> Pick a few important assignments or classroom activities where critical feedback will be the most impactful. Then, budget time for providing that feedback into your lesson plan. </span></li>
<li><strong>Avoid combining Wise Feedback and grades.</strong> Wise Feedback works best when you’re giving students feedback during a lesson, unit, or assignment (formative feedback), rather than at the end of the lesson, unit, or assignment (summative feedback). Providing Wise Feedback on graded work can be ineffective because students see the grade as the “real” assessment and ignore the feedback.</li>
</ul>
<p><strong>You can give Wise Feedback in a variety of settings and to individuals or groups of students.</strong> You can give Wise Feedback in a variety of contexts: informally in the classroom, in individual conferences with students, in written feedback, and so on. You can also try it one-on-one with students, with small groups of students who are working together, or with a whole class.</p>
<p><strong>Give ambitious feedback to all students.</strong> Sometimes out of a sense of care for students who are struggling, teachers will overly praise mediocre work or only suggest easy improvements. This will not help students in the long run, and can be a manifestation of bias. Make sure you’re holding students to a high standard and that your feedback asks them to do challenging work. </p>
<p><strong>Try Wise Feedback with any age, but especially consider it for adolescents.</strong> This technique can be especially appropriate for adolescents, because they are at a developmental point where they’re deciding which authority figures and institutions they can trust (Yeager, 2014). But educators shouldn’t feel limited by the age of their students, whether younger or older than adolescents. We think this feedback can benefit students of all ages. </p>
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<p style="font-size: 16px;"><strong>References: </strong></p>
<p style="font-size: 16px;">Yeager, David Scott, et. al. 2014. <a href="https://www.apa.org/pubs/journals/releases/xge-a0033906.pdf" target="_blank">Breaking the Cycle of Mistrust: Wise Interventions to Provide</a></p>
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<h2 class="hd hd-2 unit-title">2.4.3 Wise Feedback in Practice</h2>
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<p>Neema Avashia, a Civics teacher in the Boston Public Schools, discusses using Wise Feedback in the classroom. </p>
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<h2 class="hd hd-2 unit-title">2.4.4 Activity: Wise Feedback</h2>
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<p>Here, you will have a chance to practice using asset framing while giving Wise Feedback.</p>
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<h4><span style="color: #008080;"> <strong>A note for doing this activity during the COVID-19 pandemic</strong></span></h4>
<ul>
<li>If you are teaching remotely, consider how you might use Wise Feedback online, perhaps in written feedback, perhaps in a one-on-one video conference. </li>
<li>Alternatively, plan for how you might implement Wise Feedback once your school resumes a regular schedule.</li>
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<p></p>
<p><strong>Instructions:</strong></p>
<ol>
<li><strong style="font-size: 1em;">Choose a student to focus on for this activity.</strong><span style="font-size: 1em;"> You can use the same focal student you used in Unit 1 or choose someone new. Think about where they have room for growth or what they struggle with in school, and where they excel.</span></li>
<li><strong>Pick a piece of student work to give feedback on.</strong> Choose something that you think the student would benefit from receiving feedback on, like a skill they’ve been working on in class, a piece of homework, or an assignment like a rough draft, lab report, research project, etc. </li>
<li><strong>Brainstorm some of your students' assets.</strong> Push yourself to think of several assets or strengths for your focal student. They could be academic strengths, or non-academic strengths with academic applications. </li>
<li><strong>Practice writing Wise Feedback.</strong> Pick at least one asset that you identified for your student and use it to write Wise Feedback for the assignment you chose. </li>
</ol>
<p style="padding-left: 30px;">Your feedback will have three parts: </p>
<ul>
<ul>
<ul>
<li><span style="font-size: 1em;">A description of the feedback you’re giving (“I have some suggestions for how to improve your slide show for the class presentation you’re making next week to teach the class about your research project.”) </span></li>
<li>A statement of your high standards for their work (“The slides need to include the three main components of the research project, and right now they only have two components.”)</li>
<li>An assurance in your belief in the student based on their assets (“I know making slide shows is a new medium for us. But your research skills are really strong, and I think you’ll be able to translate them into a visual presentation.”) </li>
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<p style="padding-left: 30px;">We created a Wise Feedback template which you can access in <a href="https://docs.google.com/document/d/1dUxjbPjL53YP72P911fzhh4ZDbzLZ7FiIouplHSFjtQ/edit?usp=sharing" target="_blank">Google Docs</a> or <a href="/assets/courseware/v1/0b1eaf5859de073d1c58aaf27cea9d14/asset-v1:MITx+0.503x+T2020+type@asset+block/Wise_Feedback_Template.pdf" target="_blank">pdf</a> format. To edit the Google Doc template, click "File" and select "Make a copy" or "Download as." </p>
<p>In your journal or with your colleagues, <strong>we invite you to share your Wise Feedback</strong>. Be sure to provide some information about:</p>
<p>1) the assignment you’re giving feedback on, 2) how you incorporated the student’s asset into your feedback, and perhaps 3) the student in general (do not share any student’s personally identifiable information). You can also reflect on any ways in which this activity surprised or challenged you, and if you were able to put Wise Feedback into practice this week, let us know how it turns out.</p>
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<p></p>
<p style="font-size: 16px;"><strong>References: </strong></p>
<p style="font-size: 16px;">Cohen, Geoffrey L, et. al. 1998. <a href="https://journals.sagepub.com/doi/pdf/10.1177/0146167299258011" target="_blank">The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide</a>.<em> Personality and Social Psychology Bulletin</em>. 1302-1318.</p>
<p style="font-size: 16px;">Intervention Central. <a href="https://www.interventioncentral.org/student_motivation_wise_feedback" target="_blank">How to Help Students Accept Constructive Criticism: ‘Wise’ Feedback</a>. <a href="https://static1.squarespace.com/static/58290cf0b8a79bc71b31a705/t/5afb398e562fa7752dcb41bc/1526413711994/Wise+Framing+for+Feedback+Activity.pdf" target="_blank">Wise Framing of Feedback</a>.</p>
<p style="font-size: 16px;">Yeager, David Scott, et. al. 2014. <a href="https://www.apa.org/pubs/journals/releases/xge-a0033906.pdf" target="_blank">Breaking the Cycle of Mistrust: Wise Interventions to Provide</a></p>
<p style="font-size: 16px;"><a href="https://www.apa.org/pubs/journals/releases/xge-a0033906.pdf" target="_blank">Critical Feedback Across the Racial Divide</a>. <em>Journal of Experimental Psychology</em>. 143 (2): 804 – 824. </p>
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