This book is a valuable resource for understanding the link between the instructional objectives a teacher creates and a student’s probability of learning. WriterKey helps this process be seamless with the way assignments are built and the ongoing support. From Chapter 1:
“Being in a classroom without knowing the direction for learning is similar to taking a purposeless trip to an unfamiliar city. Teachers can set objectives to ensure that students’ journeys with learning are purposeful. When teachers identify and communicate clear learning objectives, they send the message that there is a focus for the learning activities to come. This reassures students that there is a reason for learning and provides teachers with a focal point for planning instruction. Providing feedback specific to learning objectives helps students improve their performance and solidify their understanding.”
Classroom Instruction That Works
by Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler and Bj Stone
Read Chapter 1 and learn more about this book HERE
A key feature of WriterKey is the limit on the number of instructional objectives a teacher can populate in the tools for any given assignment. This feature is based on the research (provided in the link below) on cognitive overload and its impact on instructional design. At an intuitive level, we all know that it is difficult to learn many things simultaneously; we apply that concept to teachers providing feedback to students: too many writing skills to focus on means too few skills get sustained feedback. Pass, Renkl, and Swiller published this research in the journal, Educational Psychologist. Read the article by clicking HERE.
From the introduction: This article seeks to examine the notion of written feedback on assignments and argue that this
feedback process is more complex than is sometimes acknowledged.
Despite its importance, the literature on feedback reveals that students are often dissatisfied with the feedback they receive, in terms of lacking specific advice to improve being difficult to interpret and confidence or having a potentially negative impact on students’ self-perception.
Click here to access the full research article published by Routledge.
The URL is: