Students need feedback on their work in order to improve, but what is the impact of different approaches to giving that feedback? We read a study of how students perceive the feedback they get, and how it impacts their motivation and vitality. We see the applications for helping students boost their sense of competency.
Later, we read a teacher-written journal paper on applications of Cognitive Load Theory. We find implications for helping students manage their cognitive resources, especially when applying IEPs and 504 plans.
- First Segment – 01:51 – Student Perceptions of Corrective Feedback
- Second Segment – 19:58 – Cognitive Load Theory for Special and General Educators
- Vergara-Torres, A. P., Tristán, J., López-Walle, J. M., González-Gallegos, A., Pappous, A. S., & Tomás, I. (2020). Students’ perceptions of teachers’ corrective feedback, basic psychological needs and subjective vitality: a multilevel approach. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.558954
- Kennedy, M. J. (2021). Cognitive Load Theory: An Applied Reintroduction for Special and General Educators. TEACHING Exceptional Children (Online First). https://doi.org/10.1177/00400599211048214
We drink Hefe-Weizen, a Munich wheat beer from Paulaner München in Munich-Langwied, Germany.