I know not everyone sees the power of feedback in the same way I do. I also recognise that not everyone that has tried implementing ‘effective feedback’ has been as successful at doing so. But I want to help others to see the benefits of continuing to attempt embedding feedback into their classroom practice.
That’s because for me feedback has been a major influence on my classroom practice, revolutionary even. Embedding feedback has completely changed the way I think about learning, the process and the approach. Embedding feedback alongside several other approaches such as planning backwards, scaffolding and simplifying my teaching strategies has had numerous benefits including (but not limited to):
- reduced workload
- pleasure in learning for student and teacher
- strong student progress
- student ownership
To help others to understand the value and power of effective feedback, I’ve put together this helpful document (download link at the bottom). Aimed at those that might be a reluctant to try, those that might be new to the concept or those with misconceptions.
I’ve started with an explanation of the value and power of feedback, introducing the basics on the value of it. I’ve tried to keep it short and simple.
Next I’ve explored the 3 stages of the feedback cycle – feed up, feedback and feedforward.
In each section I explore how it maybe implemented and the value of each stage.
Before providing an example of how to embed a feedback cycle in the classroom based on this previous post on embedding feedback.
My aim is to help others to see the power of feedback for both students and the teacher.
If you’d like a copy for your own practice or to share, you can download the PDF here.
Hope you can find it useful.