We know providing feedback is crucial for students to make growth. The key with feedback is that it is not only relevant, but it must make the student think and take action. The question is how do you ensure that your students have taken action?
Ensuring action can be a challenge. Let’s think about us as teachers first. What actions does school leadership expect us to take after receiving observation feedback? How is the expectation conveyed to us?
The first question that comes to my mind, Derek, is how is the time structured for learners to use the feedback? Planning time for learners to use the feedback when they receive it is step one. Then if we give them time to use it, what are the expectations for that time? Are they working individually or with a partner? Are they revising the current piece of work? Are they developing an action plan for using the feedback on a new piece of work? How are the expectation or the use of the time to use the feedback conveyed? What actions do we want students to take? And then I am wondering how we best convey the idea of what to do with the feedback with our diverse group of learners. There is this as of if we provide the time to use the feedback, how will learners know that they have used the feedback successfully. Conveying all of this seems important in developing the habits of receiving and using feedback effectively.
What are you currently doing, Derek, to promote learners taking action on the feedback they receive?
formative assessment formative feedback for learning
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