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1. Feedback needs to be timely in order to be of the greatest use to the students (and to the teacher).
2. It needs to help the learner on their learning journey, to continue moving forward.
3. Students need feedback that is relevant to the stage of feedback they are up to in order to be most beneficial to them and their needs.
Jacqueline

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1.It is necessary for feedback to be timely to ensure it assists moving learning forward. I believe some of the 4 key questions really come into play as it is beneficial for students to articulate what they are learning, why they are learning it and how they will know when they're successful.
2. Students need to be aware of and have a thorough understanding the LISC and their learning trajectory. This allows students to provide effective feedback to their peers that is relevant to their learning rather than just 'looks good' or 'good work'.
3. Modelling effective feedback allows peer feedback to be meaningful. Teachers need to model effective feedback before asking students to use it themselves. If this is modeled correctly it is easy to embed as regular classroom practice.
- Britt BPS

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1. Feedback must be timely - delivered there and then or it loses its value.
2. We are aiming for students to self-regulate and self-assess rather than be dependent on the teacher for judgement of success.
3. SC helps break down how well they have achieved the LI so students can self-assess - that's their own feedback.

Rob C - BPS

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1. Feedback needs to address a specific goal for learning and give the learner an indication of how they are going towards that goal.
2. Feedback needs to meet students at the point they are up to in the learning cycle - building knowledge, connecting ideas or transferring and applying knowledge to new situations.
3. Students need to have time to act on the feedback so that it can impact their learning.
Kath

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1. Feedback helps the learner moves closer to the learning intention / goal.

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1. Feedback helps the learner moves closer to the learning intention / goal.

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2. The learner must understand and be able to act on the feedback provided.
3.

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Effective feedback is delivered in a timely manner and focused & connected to the LI & SC of the task. 

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Effective feedback is delivered in a timely manner and focused & connected to the LI & SC of the task. 

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Students need to be given time to read/listen to feedback and then given time to implement this feedback. Immediate feedback throughout a task can be implemented immediately, if feedback is given at the end of a task, students should be invited  re read the feedback before starting the next related task to ensure they can use this feedback effectively.
Peer feedback needs to be explicitly taught, modelled and scaffolded to ensure this feedback is correctly given. One scaffold which has worked really well is the 'feedback ladder' by project zero.
- Nicole TWPS

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1. Feedback needs to be acted upon by students for it to be effective. Therefore it needs to be timely, understood and give students further opportunities to apply the feedback.

2. Effective feedback is specific and tailored to students individual learning needs. We need to elicit evidence from the students through student to teacher feedback to decide their next step of learning. (Where to next?)

3. Create a culture where seeking feedback is valued and students have a growth mindset.
-Elise

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1. Feedback is timely and effectively communicated with the student.

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1. Feedback is timely and effectively communicated with the student.

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2. Feedback is specific and directly linked to the students ability level. (Be cautious when giving praise)
3. Provide multiple opportunities for feedback. This may include teacher to student, student to student, student to teacher.
- Blake

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Effective Feedback needs to answer these questions : What are the learning intentions? What does the evidence tell me? What learning activities should I do to make better progress? Kat

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Effective Feedback needs to answer these questions : What are the learning intentions? What does the evidence tell me? What learning activities should I do to make better progress? Kat

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Three Key Principles of Feedback area are; 1. Know your learners and which phase of learning they are at by; noticing/observing/ gathering evidence of what they are saying, doing, thinking in the lesson or trajectory of learning. 2. Differentiated feedback is vital and dependent on which phase of learning each student is at. Planned feedback questions are essential. 3. Knowing when to feed up/ feedback or feed forward will depend on the students' zone of proximal development. Hollie (ODPS)

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Learners need to know "Where am I going?’ ‘How am I doing?’ ‘Where to next?’. Feed Up, Feedback, Feed Forward

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Learners need to know "Where am I going?’ ‘How am I doing?’ ‘Where to next?’. Feed Up, Feedback, Feed Forward

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'There are two elements that are required for a teacher to provide effective feedback. The first is knowing where students need to get to and the second is finding evidence of where students are at...' CESE 2020 Feedback needs to "have the right fit" i.e. it needs to target the student's level of learning correctly. Consider these questions: Is the learner a novice? Is the learner demonstrating some expertise? Or... Is the learner highly proficient? Feedback should be flexible to support the instructional levels demonstrated in the learning cycle; responsive to task, process or self-regulation. Adela

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'There are two elements that are required for a teacher to provide effective feedback. The first is knowing where students need to get to and the second is finding evidence of where students are at...' CESE 2020 Feedback needs to "have the right fit" i.e. it needs to target the student's level of learning correctly. Consider these questions: Is the learner a novice? Is the learner demonstrating some expertise? Or... Is the learner highly proficient? Feedback should be flexible to support the instructional levels demonstrated in the learning cycle; responsive to task, process or self-regulation. Adela

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If a connection is established with the learner then the teacher can formulate next steps in learning. This may include feedback as incorrect/correct or even better for engagement, ask student to self regulate their learning based on the SC provided. Janelle

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If a connection is established with the learner then the teacher can formulate next steps in learning. This may include feedback as incorrect/correct or even better for engagement, ask student to self regulate their learning based on the SC provided. Janelle

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1. Encourage students to remember their prior learning and feedback instead of always introducing new ideas. 2. Give feedback that helps students learn from their mistakes and the confidence to make mistakes. Get them to explain their working and thinking 3. Feedback is SUPER INDIVIDUAL. Like all teaching areas, you need to know your students, where they are and what their next step is. Kaitlyn from JPPS

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Feedback needs to be timely. Feedback needs to be embedded within lessons and not only occur at the point of an end product.

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Time to act on it. It’s not effective feedback if students don’t act on it

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Time to act on it. It’s not effective feedback if students don’t act on it

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If you were giving advice to other teachers, what would you say to them are the three most important things they need to know about feedback?