Thrive in Action Blog Series: Rigorous Thinking, GPS 9 - Feedback
The Thrive In Action blog series highlights practical applications for Great Pedagogy Strategies (GPS) within the EdConnective Thrive Framework, summarized here. The EdConnective Thrive Framework is unique in that it can be applied to teaching actions seamlessly whether learning is in-person or remote. This week we get more familiar with:
Rigorous Thinking, GPS 9 - Feedback: Teacher provides students timely, actionable feedback (both positive and constructive) and creates opportunities for students to provide feedback to their peers.
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Providing feedback to students is a vital component to learning and engaging students in the material. It goes beyond praising students, “Great job on number 7” or correcting students, “No, the answer is 4 not 6.” Feedback is about providing students with timely, actionable feedback in a positive and constructive manner. It also creates opportunities for students to provide feedback to their peers. In our “Thrive in Action” series, we are continuing with feedback under the domain of rigorous thinking. Before diving into concrete strategies that can be utilized in the traditional and remote classroom, it is important to consider the culture of your classroom. To effectively provide feedback is to also gladly welcome errors and mistakes in your classroom. For errors and mistakes are a huge part of learning and succeeding in the classroom.
Traditional classroom
In a traditional classroom setting, teachers have some simple tools in their teaching toolbox. Some of those tools include journals, conferencing, and technology. When considering utilizing journaling, conferencing, or technology (flipgrid, padlet, jamboard, etc) to provide feedback, use the following protocol: 1. Praise your students’ successes regarding the assignment, 2. Outline the most frequent errors, 3. Ask them a follow-up question, 4. Offer 1 or 2 actionable steps for correction, 5. Give them a turnaround time to correct the errors, and 6. Follow back up with students concerning the actionable steps. After the follow-up, determine if students need assistance with practicing the steps, planning the steps, or just additional accountability. If students need help with practicing, planning, or accountability, then elicit the help of their peers as a way to promote collaboration and peer feedback.
Remote classroom
In a remote setting, feedback can look the same as in a traditional classroom, but as the teacher, you may decide to use more technology remotely. For providing individualized, verbal feedback to students, create a 30 second-1 minute audio or video clip in response to the assignment. Utilize the features of your learning management system (LMS) or whichever technological tool that you prefer. When giving feedback to your students, highlight 1 or 2 actionable things that the student did correct in reference to the learning objective. Then, focus on just 1 or 2 actionable things for the students to improve. After providing the feedback, give them a turnaround deadline and ask them, “What are you going to do first?” Lastly, invite the student to attend a one-on-one conference, to visit your virtual office hours, or to email you if they have any further questions. Always remember to follow-up.
Essentially providing timely, actionable feedback is to ensure that students are processing the content, learning the material, and correcting mistakes along the way. It is important to celebrate their successes, provide 1 or 2 actionable steps, and have them create their plan. Additionally, just as you provide feedback to your students, invite them to give you feedback as well. Here are some additional resources to consider when providing feedback to your students:
Delaying the Grade: How to Get Students to Read Feedback, Cult of Pedagogy (Louden, K. 2017)
I See You. I Care. How Can I Help You Grow? (Charter School Growth Fund, 2020)
Sound off: What are some of your favorite strategies in building and/or remote that you use to incorporate feedback with your students?
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