Wise Feedback (also known as Hammond's “Asset-Based Feedback Protocol")
Levels PK-12 Content - Any
Providing timely feedback to students is so integral to teaching that we rarely stop to think about what makes it effective or ineffective, particularly for our students of color.
Zaretta Hammond (2015) addresses the challenge of providing feedback that doesn’t create anxiety and moves students forward in their learning. She cites research from Cohen and Steele (2002) documenting that students of color were more likely to receive “cushioned” feedback that minimized errors and provided little direction for improving performance. Cohen and Steele offer “wise feedback” as a solution. Wise Feedback is corrective feedback that first affirms the student’s capacity to meet the goal or standard, tells him honestly where he missed the mark, gives him actionable steps to improve his learning, and helps him monitor his progress.
READ
There are 9 steps to wise feedback, many of which teachers commonly do as part of their practice. By intentionally planning for the 9 steps, students are more likely to be receptive to the feedback and take on the next challenge.
PRO TIP
Pro Tip! Schedule wise feedback conferences routinely during independent or collaborative practice time. As you get started, use the "sounds like" tool as a support.
WISE FEEDBACK: WHAT MIGHT THE STEPS SOUND LIKE?
Check In
Hey, how are you doing? What's going well today? What feels hard today? Ask about family, work, hobbies.
Purpose
You should be very proud about the progress you are making as a __________ (reader/scientist/ect.) and I know you can make even more.
The purpose of meeting with you is to give you just what you need so you can ______ (reach your goals/succeed in Algebra...).
In August, you ___ and now you ____.
sounds like...
I’m giving you these comments because I have high expectations and I know you can reach this target (name target).
Which part of this task is the easiest? What is the most challenging? Where do you get stuck?
sounds like...
You are accurately _______. The mistake you are making is __________.
To improve ______, please_____. Watch me do it. MODEL. Now you try.
sounds like...
Pause.
What are you thinking? What questions do you have?
sounds like...
When you do the next problem, be sure to ____ instead of _____.
In your second paragraph, incorporate ____ into two of the sentences.
Here is a tool to help you.
Your next step is______ on this sticky/on your graphic organizer/ect.
sounds like...
Explain to me what your focus is to meet the goal.
Tell me what your next step is in your own words.
sounds like...
I believe in you.
You can do hard things.
I'm proud that you are persevering.
You are a smart, hard worker.
sounds like...
When you are done with _____, put it ______ and we will talk again ______.
After you______, submit it and I will write comments by _____.
In which phases of the instructional model might this strategy be used?
