Skip to main content

Anatomy of Useful Feedback

Useful feedback is...


It tells the learner...

Teacher feedback might look like...

Snip20181016_100 

Peer feedback might look like...

Comments

Popular posts from this blog

Part 2 - Tools for an Equitable Feedback System: Engaging with Criteria

This series of posts will cover a variety of bite-sized strategies that can be incorporated into a more holistic feedback system. To learn more about the research behind these approaches, we recommend you first read our white paper.

Part 1 - Feedback is Emotional



For feedback information to be useful, it must communicate:  Where am I going? (What are the goals?)How am I going? (What progress is being made toward the goal?)Where to next? (What activities need to be undertaken to make better progress?) (Hattie & Timperley, 2007).  Supporting students in engaging with the grading criteria helps give context to the feedback to come. In other words, it does the groundwork of helping them determine for themselves, "Where am I going?"


5-Minute Energizers to Activate You and Your Students

We're officially in the grind. I ask my teacher colleagues how they're doing, and the standard response is a sigh: "I'm really looking forward to catching up on grading over the 3-day weekend," "I'm counting down the days until Thanksgiving," "I have 20 letters of recommendation to write."
If we're feeling this way, our students are too! Here are super quick activities to inject energy back into your classroom: Snap, Stomp, Clap (Partners) Each person counts off to 3, i.e. Person A: "1", Person B: "2", Person A: "3", Person B: "1", etc. When everyone gets the hang of it, try it again, but replace 1's with a snap of the fingers (snap, 2, 3, snap, 2, 3, etc.) Do it again, but also replace 3's with a stomp (snap, 2, stomp, snap, 2, stomp, etc.) Do it again, but also replace 2's with a clap (snap, clap, stomp, snap, clap, stomp, etc.) Gift Giving Game (Partners) Person A pantomimes givin…

Floop Team & Dr. Naomi Winstone: What does the research say about feedback best practices?

Over winter break, Floop co-founder Melanie and I had the privilege of talking with prominent feedback researcher Dr. Naomi Winstone. Her research has discovered that feedback interventions all seem to target at least one of four metacognitive skills, described by the SAGE process, and hypothesizes that a holistic approach to developing feedback systems should target all four of the skills: Self-Appraisal: judging one's abilitiesAssessment Literacy: understanding the grading process, standards, and criteriaGoal-Setting & Self-Reflection: being goal-oriented and monitoring progress to meet outcomesEngagement & Motivation: having an attitude of receptiveness to performance information Essentially, for feedback to reach that level of effectiveness that we've heard from experts like Hattie & Timperly, students need to be motivated to engage with feedback and have the feedback literacy skills to use it, and the instructional environment must give them the agency to act …