Provide Feedback To Support Every Learner

Feedback supports learning by focusing students’ attention on specific aspects of their work and supporting their ongoing learning. Good feedback is specific, focused, and not overwhelming in scope, and supports students’ positive perceptions of their own capability. Giving skillful feedback requires the teacher to make strategic choices about the frequency, method, and content of feedback and to communicate in ways that are understandable by students. To do this, a teacher believes that all students can learn and grow, and that feedback is and should be used to support students' development rather than to exclusively evaluate student progress. (Adapted from TeachingWorks High Leverage Practices)

RANDA Connections: IC; IIA; B; IIC; IIIB; IIID; IIIF

What The Research Says...

How am I doing? (Chappuis, 2012): Chappuis discusses the features of effective feedback with a focus on younger learners and offers succinct advice on how to put it into practice.
Assessment: Feedback to Promote Student Learning (Spiller, 2009): Dorothy Spiller discusses some of the issues involved in the implementation of the feedback process.
Helping Students Understand Assessment (Chappuis, 2005): This article explains how descriptive feedback improves student learning and provides tips for providing better quality feedback to learners.

Coaching To Provide Feedback To Support Every Learner...

In order to develop a teacher's capacity to Provide Feedback to Support Every Learner, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.

The following resources align with the continuum:

Providing Specific, Immediate, Relevant, Constructive, Assets-Based Feedback
- Providing Meaningful Feedback to Students (Edutopia)
- How To Give Feedback (MIT)
- Providing Feedback (TeachingWorks)
Using Student Data to Determine Feedback
Supporting Self-Directed Learning
- How To Use Self-Directed Learning Your Class (TeachHub)
- How Does Project-Based Learning Work? (Edutopia)
Creating Routines and Structures for Students to Self-Reflect
- Using Concept Routines to Drive Inquiry
- Thinking Routines (Project Zero)

Related Teacher Practices, Student Actions, and Classroom Interactions...

Connection to District-Wide Professional Learning

The indicator "Provide Feedback to Support Every Learner" supports teachers' ability to provide feedback that aligns with the purpose and rigor of the lesson. When utilizing discourse as an instructional move, it is imperative that teachers monitor student learning through providing feedback that is specific, focused, and aligned to the lesson objective in a manner that clarifies or deepens student understanding.