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Four‐N‐Framework for Responding to Readers
Abstract
This article describes the Four‐N‐Framework for responding to readers through focused and intentional individualized dynamic formative feedback. Making ongoing informed data‐driven instructional decisions and effective actionable feedback supports students' reading growth and fosters lifelong readers. This easy‐to‐implement process can support individual readers during real‐time conferences, book clubs, or even in online synchronous and asynchronous spaces. The four components of the framework include notice, note, nurture, and nudge.
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There are numerous benefits of using blogs to discuss reading in the elementary classroom. Teachers can assess reading comprehension for individual students while managing several book clubs in a digital space. The resulting assessment-based data can be used to differentiate instruction. Additionally, students can experience growth as independent, self-reflective readers. Ideas for implementation within elementary classrooms and advice for beginning the blogging process are included.
When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four‐N‐Framework as a guide to nurture and nudge each reader through virtual book club conversations.
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Feedback and feed forward
- Frey N.
Running records for classroom teachers
- M. Clay