The presentation will focus on implementing research findings on feedback into classroom practice. Specifically, secondary classroom teachers report they spend an inordinate amount of time trying to provide meaningful feedback, yet are frustrated when students continue to make the same mistakes and fail to implement feedback into their academic work. In recent years, there has been much discussion about the benefits of flipping the classroom. My recommendations are to use this same technique to free time during class to provide direct, personalized feedback for students. Spending less time outside of class, and more time interacting with students is both efficacious and psychologically satisfying. Additional recommendations included facilitating student metacognition, and lowering performance related stress by offering students opportunities to improve their grade by demonstrating they have corrected their previous mistakes.
