“Feedback plays a decisive role in learning and development … We learn faster, and much more effectively, when we have a clear sense of how well we are doing and what we might need in order to improve.” - Dai Hounsell

The importance of feedback in the learning process

Feedback is a reaction or information that occurs as a result of actions or behavior undertaken by an individual or group. In a context, both positive and negative feedback is crucial. It should improve a learner’s confidence, motivation to learn and ultimately, a learner’s attainment. Feedback comes in many shapes and forms for example in oral or written, individual or group feedback. You can deliver feedback episodically, in isolated instances or on an ongoing basis. You can add it in at the end of a learning module, provide it on a question-by-question basis, or address it once annually (or at the end of a course etc.). It can also overlap with evaluation, since feedback can come in the form of performance or grade review.

Delivery of feedback

Not only children and young adults, but also some adult learners can get overwhelmed by cold sweat when their name is mentioned during a feedback session, while others welcome it. This is often tied to fear of being criticized, and even though this is not the objective of feedback, to some, it might sound as so. Nevertheless, we all need feedback without distinction in order to be able to improve and move forward. However, giving valuable feedback is more difficult than it seems. In order to have the desired effect and not cause damage, it is good to know when and how to administer it correctly. It is necessary to communicate expectations at every training course or in a learning situation with adult learners, and at the same time guarantee that learners can also communicate them, and this is where feedback comes in.

So far you read about feedback in general, now let’s look at how you, as a trainer can apply it, since it is one thing to receive feedback, it’s another to give it to other people. As your work with adult learners requires it, it would be beneficial for you to know how to deliver it sensibly and sincerely. Here are couple of ideas to stick to:

• Look at feedback as a tool

When communicating feedback, express your interest and attention. You show the learners you are speaking with that you are interested in their opinion and their point of view, thus making them feel seen and heard. You therefore can use feedback as a tool that opens up space for joint improvement in the learning process. It can be used as an effective “bridge” between your own knowledge and the curriculum/topic that you are trying to effectively deliver.

• It’s best given in real-time

Feedback at the end of the lesson or module might have its benefits, however if you give it in real-time, it can be more relevant, since the learner is able to immediately act on it. This, in return, creates a stronger mental tie to the learning material. The learners are able to recall the learning material more effectively, since they have a stronger memory (involving the specific feedback) than just passive listening.

• Don’t neglect it

Lack of feedback in the learning environment can lead to situations where people do not know what to do. Or there is a feeling that even if they do their best, it is still not enough. Uncertainty causes anxiety, so you need to replace it with the courage and commitment to participate in a culture of feedback. Lack of feedback or poorer communication can cause learners to feel disinterested, or uninterested. Realize that giving feedback is also a skill that you learn and improve and should be used and sharpened regularly.

• Give the participants time and space to deal with what you said

Sometimes simply stating the feedback is not enough. There might be additional questions or clarification that the learners need, to understand your feedback. It is advised, after receiving the feedback, to give them the option to talk to you about. Whether that is to clear up any confusion or understand what they can do better next time.

Structuring feedback

Since feedback might be viewed by some people as a sensitive topic, an imperfection, rather than a way for improvement, it also matters how you deliver it. Make sure you’re specific and use evidence. The learners should know exactly what aspect of the curriculum/work you’re talking about, what they did wrong, and how it can be improved. For this reason, it’s beneficial to use specific examples, like their answers, assignments etc.

Before the learning itself is delivered, make the desired outcome very clear at the start (set expectations and objectives). Receivers of feedback will adjust their behavior by comparing it to a goal. Then, in the flow of learning, make sure to deliver real-time feedback, when people make mistakes (or, when they choose a right answer) to reinforce and embed learning. Do not give feedback to only one or two individual learners, but try to keep the feedback balanced on all sides. If delivering a more formalized assessment or test, compare desired outcome to the actual outcome at the end. This could be in the form of a test score screen where results are revealed to learners. Then, provide guidance and positive reinforcement to bridge the gap between actual performance and desired outcome.

Practical part

There are several methods of implementation regarding feedback. We will give you examples of two – a more general one, and a second option, that is more suited for one-on-one feedback. You can use these examples as templates and tailor them to your needs in your next lecture.

The first is an anonymous feedback questionnaire with the following text and questions:

An introductory word would be written at the beginning of the questionnaire as to why feedback is important to us.

This feedback is a tool for several things at once:

* it is a form of thanks to the lecturer/guest, to whom we prepare a summary of what you write,

* helps us evaluate which courses are excellent, what works and what doesn't,

* helps you train giving beneficial feedback,

* you have the opportunity to memorize the most important.

Questions:

1. What do you take away from the activity? What idea or concept inspired you? What did you learn?

2. How likely are you to recommend the activity to your classmates or younger students? * (for example: scale 1 – 10, where 1 is “would not recommend” and 10 is “would definitely recommend”)

3. Explain why you chose this score.

4. What did you appreciate about the activity? What did you appreciate about a lecturer/guest? Focus especially on the content, the approach of the lecturer or guest of the discussion and the overall quality of the activity as such.

5. What haven't we asked you yet and should we know about the activity?

Second option is known as The Hamburger method (also known as the Sandwich approach).

This method of giving feedback can also be effective, even though it has faced some criticism over the years for being outdated, confusing and too focused on praise. That’s why we would like to introduce the “Improved Hamburger Method”. This version also has three steps, but instead of the typical positive – negative – positive feedback, you:

1. Give positive feedback

2. Tell them what you want

3. Give them a good reason to do it

If you praise, praise properly, constructively. Praise such as "you're doing well" or "it was a productive meeting" is very general, vague, and especially ineffective. Try replacing the threatening "but" with a simple "and." For example, "Your presentation was very thought-provoking, I learned some interesting information especially in the last three slides, and if you use more pictures and illustrations next time, it will be even more engaging." In practice, this method would, for example, go as followed, “Hi Chris, I really liked your presentation. Next time you could try to speak a little slower, so people can understand you better and comprehend what you said.”

Summary

Feedback is a crucial part of learning because it can improve a learner’s confidence, motivation to learn and ultimately, a learner’s attainment. It is the most effective, when delivered in real-time, factual and addressed to a specific individual. The tone of your voice, when you say something and how you say it all play a part. There are numerous ways to give feedback – in the form of a questionnaire, where the questions are already predetermined, or “The Hamburger method” that is a little less structured, but uses particular categories that open doors to a broader discussion.