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How to Give Effective Feedback to Your Students

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How to Give Effective Feedback to Your Students

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New advice on building a culture of feedback and making it meaningful for teachers

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Providing Effective Feedback in a Literacy Classroom

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Providing Effective Feedback in a Literacy Classroom

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Words have power.

We know this as teachers-especially teachers of literacy. Reading, writing, and speaking are built on the foundation of words to summon feelings, thoughts, and ultimately meaning. We may start with phonemic awareness and letter-sound relationships, but what is stated on a college entrance essay, doctoral thesis, or letter to the local planning board demands a variety of reading and writing strategies developed and honed over the course of any student's literacy journey.

Encouraging Words

For our students' words to take hold, we must start with our words. How do you coach a child who dares not to take pencil to paper? What encouraging words do you use when a student drops her head in frustration and says, "I'll never learn to read." Whose words do we want to dominate a paper to express an individual voice-the teacher's or the student's? When do you stop, reframe the task, or present a new strategy for improved learning?

These are not easy questions, but they arise in classrooms each day in need of responses. It is the teacher's intentional planning for such dilemmas and practice providing the most effective feedback possible that ultimately motivates students to learn and excel. From struggling to achieving, children need to know the adults in charge are ready for them and will teach skills and use words marked for improvement-not regression.

It's been said that teachers create the weather in their classrooms. Expressing uncertainty, frustration, and even anger about a child's struggles can create a student reaction for not working hard, responding in kind, or giving up. The storm clouds rise and learning takes a back seat. In contrast, lessons presented with appropriate follow-up work - re-teaching through challenges for each level of understanding - equipped with the right words to build skill and confidence is when the sun shines, even if students suffer from some drizzle while they learn.

A Growth Mindset

Just as you prepare your lessons, prepare your words. Ready yourself when students fail to get started, get stuck while working hard, breeze through grade-level work, or need a new way to look at an assignment. Understanding a growth mindset is different from internalizing it and putting it into play in your classroom. I came to understand this during my teaching and leadership days while learning to live through the lumps of my own failures. Consider two important questions for yourself:

What is something you learned, even though it was hard?

What is something you gave up on and wish you hadn't?

Encapsulated in each question are growth-minded tendencies and fix-minded ones. How did you overcome being afraid of swimming in the deep end of the pool, or why did you put down your flute never to play again? Your students have similar stories both in school and out. Not only is their skill development in your hands, but so is the foundation of their self worth. Share what you struggled or still struggle with or how you overcame something hard to learn. In doing so, you humanize the learning and create a model for students to follow.

Then work to provide helpful words like, "Let's take a look back at your lead sentence and discuss another strategy like asking a question, starting with a quote, or using a dramatic statistic-that may work for you." This is far more inviting then saying something like, "I see you haven't started on your lead. What's wrong?" In both instances you notice a struggle. In the first response you offer help; in the second you offer an opportunity to blame-you to student or even, student to you.

The language we use with students then creates a feedback loop in their heads from, "I can't do this and will never be good at it," to "I know I can't do this yet, but my teacher is not giving up on me. I can do it with the right help." Our students' self-talk builds inside their heads with messages of hope or harbingers of failure.

How Teachers Influence the Outcome

Teachers have incredible influence on these thoughts, which eventually lead to outcomes. Starting with a belief that every child can read and write and armed with growth-minded praise and feedback, teachers teach more than the words; they teach the magic of words and how each student can develop his unique voice in a world that desperately needs him.

Here are some ways to use the more effective feedback with your students:

Tell students what you're "noticing." When you "notice" something, you're not applying a judgment. This provides the student with control to place value on what is being said and what will come next.

Start with an outcome. If you want a student to try harder, you're going to have say something besides, "Please try again." Ask yourself what strategy a student has tried and then offer or develop a few other strategies the student can try for success.

If a student complains, saying she can't do something, respond, "Not yet." Yet conveys hope. It says we are not done here and you're not a completed work. Then it's time to seek the source of frustration and offer words, skills, and strategies marked for improvement.

Show students where they started and where they are now. Growth doesn't have to be a C to A grade at the end of a term. In fact, most growth is incremental in fashion. Showing students this kind of growth in the moment reminds them how far they have come and what they have learned.

These are just a few of the suggestions to reaffirm, help you tweak, or make changes in your feedback to students. Please use your words wisely because the power to stunt or to grow is in your hands.

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Blog contributor and thought leader Anthony Colannino recently discussed providing feedback to students to foster a growth mindset in a webinar as part of the Lead the Way to Literacy series. View the recording here.

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Providing Effective Feedback in a Literacy Classroom

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Words have power. We know this as teachers-especially teachers of literacy. Reading, writing, and speaking are built on the foundation of words to summon feelings, thoughts, and ultimately meaning.

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6 Tips for Managing the Feedback Workload

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contributed by Laura Reynolds

While assessment gets all the press, we often misunderstand effective feedback for learning.

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). In my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a student's learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a student's learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.

20 Ways to Provide Effective Feedback

1. Feedback should be educative in nature.

Providing feedback means giving students an explanation of what they are doing correctly and incorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a 'feedback sandwich' to guide your feedback: Compliment, Correct, Compliment.

2. Feedback should be given in a timely manner.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

3. Be sensitive to the individual needs of the student.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a student's feelings and providing proper encouragement is essential.

4. Ask the 4 questions.

Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

What can the student do?

What can't the student do?

How does the student's work compare with that of others?

How can the student do better?

5. Feedback should reference a skill or specific knowledge.

This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

6. Give feedback to keep students 'on target' for achievement.

Regular 'check-ins' with students let them know where they stand in the classroom and with you. Utilize the '4 questions' to guide your feedback.

7. Host a one-on-one conference.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

8. Feedback can be given verbally, non-verbally, or in written form.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

9. Concentrate on one ability or skill.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.

For example, when I taught Writer's Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

Utilize this strategy when grading papers or tests to provide effective feedback for learning. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

11. Educate students on how to give feedback to each other.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this 'peer conferencing.' Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

12. Ask another adult to give feedback.

The principal at the school I taught at would often volunteer to grade history tests or read student's writing pieces. You can imagine how the student's quality of work increased tenfold! If the principal is too busy (and most are), invite a 'guest' teacher or student teacher to critique work.

13. Have the student take notes.

During a conference over a test, paper, or a general 'check-in,' have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide verbal feedback.

14. Use a notebook to keep track of student progress.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores, etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

16. Use Post-It notes.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the student's desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him as a way to provide effective feedback for learning.

17. Give genuine praise.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students 'Good Job' or 'Nice Work' then, over time, these words become meaningless. Make a big deal out of a student's A+ on that vocabulary test. If you are thrilled with a student's recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the student's behavior. Comments and suggestions within genuine feedback should also be 'focused, practical, and based on an assessment of what the student can do and is capable of achieving' (Dinham).

18. "I noticed...."

Make an effort to notice a student's behavior or effort at a task. For example; "I noticed when you regrouped correctly in the hundreds column, you got the problem right." "I noticed you arrived on time to class this entire week." Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

19. Provide a model or example.

Communicate with your students the purpose of an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

20. Invite students to give you feedback.

Remember when you finished a class in college and you were given the chance to 'grade' the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didn't they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators.

Remember that feedback goes both ways and as teachers, it is wise to never stop improving and honing our skills as teachers.
20 Ways To Provide Effective Feedback For Learning; A version of this post first appeared on opencolleges.edu.au;

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20 Ways To Provide Effective Feedback For Learning

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One way to provide effective feedback for learning is a 'feedback sandwich' to structure your feedback: Compliment, Correct, Compliment.

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Article/Podcast

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We know feedback is important. But what happens when students ignore it? In this article and podcast, we explore how to integrate feedback into every part of the learning process so that students can increase in metacognition during their PBL and design thinking projects.

If you enjoy this blog but you'd like to listen to it on the go, just click on the audio below or subscribe via iTunes/Apple Podcasts (ideal for iOS users) or Google Play and Stitcher (ideal for Android users).

https://spencerauthor.com/wp-content/uploads/2015/12/Better-Feedback.mp3

We've all been there before. You sit down in front of a Google Document and leave tons of specific comments only to realize that the student didn't even bother to open up the document again. Or maybe you leave specific comments on essays only to watch students check their grades and then immediately toss the essays in the recycle bin. Students often view feedback as something that occurs after the learning is over. However, authentic feedback is an integrated part of the learning process.

Feedback is critical for building metacognition. If you look at the metacognition cycle, students need to be able to assess the task, determine their strengths and weaknesses, plan their approach, implement strategies (while also modifying and adjusting), and then reflect on their progress. This type of metacognition requires students to know how they are doing.

Here's where the feedback comes in. Through self-assessment, peer feedback, and teacher feedback, students gain a deeper understanding of their progress. They can then plan for their learning, making frequent adjustments along the way. This is especially true with project-based learning and design thinkin g, where the learning is iterative. Students engage in tons of tiny experiments, making little tweaks to both the process and the product. Here, the feedback should fuel the learning.

Unfortunately, I've had moments when this didn't happen. I remember crafting projects where the only true feedback occurred at the very end when I filled out a rubric. When I first created a makerspace, I remember focusing so much on the hands-on side of learning that I never asked students to self-reflect or to offer any kind of peer feedback. When we hit a time crunch, I had an easy time justifying prototyping but a harder time justifying feedback and revision.

However, I also had times when students made the most out of feedback. In these moments, they grew in their understanding of the concepts and the skills within the standards. They internalized the design process and grew as creative thinkers. They improved in their craft, whether it was in multimedia design or in coding. But more importantly, they began to develop a growth mindset.

The following are some ideas for how we can integrate student feedback into the learning process. This is based on trial and error (in other words, I've made tons of mistakes in this area) but also from observing other teachers who are really strategic about how they use feedback in project-based learning.

#1: Explain the purpose of the feedback

Right now, I'm sitting at a Starbucks with my laptop open, reading a student's initial unit plan. Her initial concept is genius and I'm convinced this set of lessons could be stellar. However, she still struggles with objectives and she hasn't thought strategically about how to vary the grouping. I also wonder if she's being too optimistic about how quickly her students will accomplish the task. Right now, my feedback is on the craft of her lesson. How does this initial lesson look and what does she need to do to improve it? In this moment, the feedback is very product-driven. Other times, however, I will focus my feedback on the process or on the acquisition of a skill.

As we think of the larger scope of feedback, it's important for students to know what they are receiving feedback on and why it's important. You might provide students feedback on their ability to use the design thinking process in a project. Or you might provide feedback on their current product so that they can continue to revise and improve it. Or you might focus more on the standards themselves, asking students to identify key areas where they need to improve.

Here's where it helps to be explicit with students by saying something like, "I'm not going to give you feedback on your documentary right now but I'd like to talk to you about how the process is going, so that you can figure out how you might use this process in the future." Or you might say something like, "We're going to take a look at your current progress on your project and compare it to your initial project management document so that you can see if you are on schedule." Note how this includes both the rationale for feedback and the parameters for it.

#2: Don't provide a grade with your feedback.

In my experience, when I provided a grade with the feedback, my students focused almost entirely on the grade and not on the feedback. This was true for rubrics, for checklists, or for overall grades on things like blog posts or documentaries. Jennifer Gonzalez has an excellent thought-provoking post on this topic. She suggests the following steps:

Write comments on student work and write the grade on the rubric separately

Return just the papers to the students.

Have the students read your feedback and write three observations and two questions based on your feedback

Have the students use the rubric to give themselves a grade.

Conference one-on-one with students and have them share their rubric while you share your rubric with them. This helps clarify any misunderstandings they might have.

Give them a chance to revise their work.

I've actually been using a modified version of this with my current pre-service teachers as they develop their lesson plans and unit plans. As a result, each teacher candidate has a clear sense of what they know, what they don't know, and what they will do to improve.

#3: Provide revision time in class.

Often, in education, we value speed and accuracy more than depth and mastery. Students take timed math tests and focus on fluency in reading. They watch the tight time deadlines, knowing that if they fall behind, they'll be seen as slow. I've seen some students struggle with the whole idea of revision because they've rarely needed to revise their work at school. But if we want students to make sense out of feedback, we need to block out time for revision.

This is why I love using project-based learning and design thinking. Both of these frameworks include a section for student revision. This is possible, because they spend less time in direct instruction and they are often learning multiple standards at the same time. Students in a PBL classroom are also assessing as they go rather than stopping to take a multiple choice test. In the process, they gain additional time to focus on making sense out of their feedback and using it to revise their projects. Here, students begin to view revision as an iterative part of the process rather than a punishment for getting things wrong.

#4: Build bridges from feedback to revision.

Ask your students the question, "What are you going to do with this feedback?" Often, they struggle with this. In their schooling experiences, they have typically had a grade and walked away. Or, in some cases, they had a teacher who told them, "Use _________ feedback for __________ revision." The goal, though, is for students to become self-directed. If they understand the purpose of the feedback, they are better able to make modifications, set goals, and own the learning process.

#5: Use a mix of feedback tools.

Use a variety of tools and structures to guide students in the feedback process. Vary it between open-ended and tight, diagnostic and descriptive, qualitative and quantitative. You get the idea.

Tracking Goals: Students create their own goals. These can be quantitative or qualitative. Then they keep track of the progress. It might mean a graph, a progress bar, or simply a description of progress.

Self-reflections: Here students answer reflective questions about what they are learning, where they are struggling, and what they need to do next.

Verbal Feedback with Sentence Stems: Students can engage in meaningful feedback through open-ended reflection questions, where they share their insights with a partner or a group. They can also use diagnostic questions to figure out what they need to improve or they can compare and contrast strategies.

Structured Feedback: Here students use a visual or a graphic organizer to guide them in the feedback process. It might complete a SWOT assessment (strengths, weaknesses, opportunities, and threats), a carousel activity, a see-think-wonder, or a 3-2-1 feedback document. It could be any number of quick, visually-structured self-assessments, group assessments, or peer assessments.

Student Surveys: Sometimes students struggle with open-ended self-reflection questions. Surveys provide a blend of the objective and the subjective. So, they might use a Likert scale, selecting specific words from a bank, or ranking items. This added structure helps students make sense out of something that can feel abstract.

Self-Assessment Rubrics: Students are able to look at the progression from emerging to mastering with specific descriptions in various categories. They are able to gain an accurate view of how they are doing, while also having a clear picture of where they need to be.

Checklists: These can be a powerful diagnostic tool that students use before, during, and after a task. Pilots, doctors, and engineers all use checklists as a way to determine whether their work has fit specific criteria. When students use checklists, they are learning how to make sense out of systems. There's actually a great book on checklists called The Checklist Manifesto that I highly recommend.

#6: Vary the Grouping

If you visit a skatepark, you'll notice that feedback is happening everywhere. Some of it is verbal, with skaters offering tips for one another in how to accomplish a trick. Sometimes, a skater will simply need another set of eyes. Other times, they might videotape a trick and analyze it to figure out what to do next. But the reality is that nobody at the skatepark depends solely on experts and coaches for feedback. They are constantly engaging in self-assessment.

According to John Hattie, self-assessment and self-grading are two of the most powerful educational interventions (learn more here and here). This makes sense. Self-assessment increases student ownership and self-awareness. Students are able to assess what they know, what they don't know, and what they will do in the future. This, in turn, boosts metacognition. You can find some of these self-assessments in the toolkit at the bottom of this post.

It also helps to use peer-assessment. I use a twenty-minute peer conferencing system. Similar to Critical Friends, this structure helps students engage in constructive criticism and honest feedback on one another's work. This creates a culture of collaboration and sends the message that vulnerability and candor are valuable in a classroom setting. You can download the full resource by signing up for my newsletter and for the assessment toolkit at the bottom of this post.

Here's how the structure works:
Part Two:
Still, there is a time and a place for teacher feedback. This is why I love one-on-one conferencing. Here, the students meet individually with the student while classmates engage in project and workshop time. Again, this is one of the strengths of using a PBL framework. You get the opportunity to maximize face time through short, five-minute conferences. When I taught self-contained (all subjects), I would meet with every student at least once a week. When I taught departmentalized (one subject with multiple groups) I would aim for once every 2-3 weeks.

I used three different types of conferences. The feedback conference is all about learning specific skills that students are missing. Each student must ask the teacher a series of questions based upon an area where he or she is struggling. Think of it like consulting or even short tutoring sessions. This is a chance for targeted one-on-one attention and explicit help with a strategy. Students guide the process, tapping into the teacher's expertise. The reflection conferences have a different focus. Instead of telling students what to do, the goal is to draw out student reflection. The teacher uses a series of reflective questions to lead students through the process of meta-cognition and into the setting and monitoring of goals. The final approach is the mastery conference. Unlike the reflection conference, the focus here is less about reflecting on the process and more about students judging their own mastery of the content. We use the Standards-Based Assessment Grid (attached to the resource you can download) as a way to figure out the level of mastery on particular standards.

The Focus

Targeted help / instruction in specific areas of reading

Guiding students toward self-reflection

A conversation about the mastery of standards

Role of the Student

Ask questions and seek out specific feedback

Answer questions and reflect on his or her learning

Talk about progress toward specific standards

Role of the Teacher

Answer questions with accuracy and precision and allow for students to practice a strategy under supervision

Ask questions, paraphrase answers and guide students toward self-reflection

Asks questions about progress and share information based upon evidence of student work.

Further Application

Students leave with actionable steps to fix a particular work

Students can select the strategies and plan for future improvement based upon self-reflection.

Students can figure out what standards still need to be mastered and how to get there

Role in Cultivating a Growth Mindset

Every student has a chance to admit to failure and learn from it

Every student has a chance to articulate areas where they are growing and where they still need to grow

Every student is able to realize that there are as many retakes as necessary until they master the standards

#7: Make it visible.

A colleague of mine named Keelan recommended Making Thinking Visible and it has reshaped my thoughts on metacognition and reflection. When the learning is explicit and visible, feedback goes from an abstract idea to a set of concrete steps. This is why I love the idea of creating visual representations of feedback. Whether it's a concept map, walking through the steps kinesthetically, or maneuvering around concepts with sticky notes, feedback becomes even more powerful when it is visible to the student.

The bottom line is this: assessment isn't something you take. It's something you do. And feedback isn't something that happens when things are over. It's something that happens throughout the learning process. The more we can integrate feedback and revision into the projects and lessons, the better off our students will be. They will have more ownership of the process and they'll increase in the metacognition they need in order to grow into life-long learners.

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Seven Strategies for Improving Student Feedback

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We know feedback is important. But what happens when students ignore it? In this article and podcast, we explore how to integrate feedback into every part of the learning process so that students can increase in metacognition during their PBL and design thinking projects.

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Sean McComb uses various methods to give students personalized and customized feedback on their writing. He starts his class with a mini-lesson as a way to provide feedback to all his students. Next, students move into a workshop model where they access feedback through highlights on their papers, voice notes, student models or one-on-one conferences.

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Elementary Performance Task Rubric 15-16

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Helping Students Learn How to Use Feedback

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Helping Students Learn How to Use Feedback

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ELA.W.K.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards K\x80-5

K: Kindergarten

5:
With guidance and support from adults, respond
to questions and suggestions from peers and
add details to strengthen writing as needed.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How can goal-setting help students persist during challenges?

2. How does Ms. Ivey support her students in giving helpful peer feedback?

3. How is Ms. Ivey modeling a growth mindset for her students?

School Details

Longfellow Elementary School
715 Highland Avenue
Oak Park IL 60304

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / Kindergarten / Teacher

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Marion Ivey shares how she is helping her students develop a growth mindset through the process of peer feedback. Marion supports her students in giving and receiving specific feedback during author's chair. Then, she helps students set a goal based on that feedback.