{"id":44,"date":"2017-10-24T11:20:51","date_gmt":"2017-10-24T09:20:51","guid":{"rendered":"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/?p=44"},"modified":"2018-02-01T12:34:55","modified_gmt":"2018-02-01T11:34:55","slug":"differentiated-feedback","status":"publish","type":"post","link":"https:\/\/imb.donau-uni.ac.at\/ats2020patterns\/?p=44","title":{"rendered":"Differentiated Feedback"},"content":{"rendered":"<h2>Pattern Name<\/h2>\n<p>DIFFERENTIATED FEEDBACK (Eckstein, Bergin, Sharp, &amp; Manns, 2002a, p. 4)<\/p>\n<h2>Pattern Language<\/h2>\n<p><a href=\"http:\/\/www.pedagogicalpatterns.org\/current\/feedback.pdf\">Feedback Patterns<\/a><\/p>\n<h2>Category<\/h2>\n<p>This pattern is applicable for all phases of the\u00a0<a href=\"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/the-ats2020-pattern-collection-for-formative-assessment\/\">ATS2020 learning model<\/a>.<\/p>\n<h2>Active Role<\/h2>\n<p>This pattern was written for teachers.<\/p>\n<h2>Summary<\/h2>\n<p>To respect students as individuals, the teacher tailors the <a href=\"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/2017\/10\/24\/feedback-bauer-baumgartner-2012\/\">FEEDBACK<\/a> to the needs of each student (Eckstein, Bergin, Sharp, &amp; Manns, 2002a, p. 4).<\/p>\n<h2>Example for Technological Support<\/h2>\n<p>Technological support allows multimedia <a href=\"http:\/\/imb.donau-uni.ac.at\/ats2020patterns\/2017\/10\/24\/feedback-bauer-baumgartner-2012\/\">FEEDBACK<\/a>, e.g. in a video &amp; thus the chance to meet the media preferences of the student as well as to document the feedback.<\/p>\n<h2>Literature<\/h2>\n<p>Eckstein, J., Bergin, J., Sharp, H., &amp; Manns, M. L. (2002a). Feedback Patterns. In <em>Proceedings of EuroPLoP 2002<\/em>. Konstanz: Universit\u00e4tsverlag Konstanz. Retrieved from <a href=\"http:\/\/ai2-s2-pdfs.s3.amazonaws.com\/4703\/32f0945d95dec9530ee0fbfde36fea51c620.pdf\">http:\/\/ai2-s2-pdfs.s3.amazonaws.com\/4703\/32f0945d95dec9530ee0fbfde36fea51c620.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Pattern Name DIFFERENTIATED FEEDBACK (Eckstein, Bergin, Sharp, &amp; Manns, 2002a,&hellip;<\/p>\n","protected":false},"author":2,"featured_media":45,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[29,27],"class_list":["post-44","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all-phases","tag-differentiated-feedback","tag-feedback"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Differentiated Feedback - ATS2020 - Patterns<\/title>\n<meta name=\"description\" content=\"To respect students as individuals, the teacher tailors the FEEDBACK to the needs of each student (Eckstein, Bergin, Sharp, &amp; Manns, 2002a, p. 4).\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/imb.donau-uni.ac.at\/ats2020patterns\/?p=44\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Differentiated Feedback - 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