How Can I Implement Wise Feedback?

Section Objective: In this section of the VPLM, you will consider how you can implement wise feedback and practice providing it on mock student work samples.

Lucy knows feedback is critical to students' success. In recent years, she attended PD in her district about effective feedback. She reflected on how her prior knowledge of effective feedback paired with her new knowledge of wise feedback. Hattie and Temperley (2007) described effective feedback as being "clear, purposeful, and meaningful" (p. 104). Additionally, Hattie and Clark (2019) emphasized the need for continuous feedback from teachers to help students be successful and advocated for written feedback rather than numerical grades. Consistent feedback is more valuable than sporadic feedback (Hattie & Clark, 2019).

Lucy knows students responded to feedback best if they received feedback while working on tasks. Providing process-related feedback is most beneficial if immediately conveyed to students (Hattie & Clark, 2019; Hattie & Temperley, 2007). Additionally, Hattie and Clark (2019) cited research stating students need to receive feedback three to five times before they would demonstrate success based on the feedback. Seeing & using feedback this many times consecutively means feedback needs to be provided by teachers in a timely and consistent manner. Lucy thought about how she plans and paces learning experiences for students. Deeper understanding is promoted when learning is "spaced out rather than massed" (Hattie & Clark, 2019, p. 17). Brown et al. (2014) also advocated for deliberate practice to achieve goal mastery. Since feedback needs to be clear, consistent, timely, and delivered three to five times, how can you shift your practices to better align with these aspects?

As Lucy considers how and when she can provide students with wise feedback, she makes notes about using it more during progress checks, as formative checks, during the process when students are completing projects or essays. She makes a note to be sure to use wise feedback during the learning process so the feedback impacts student learning and work. Wise feedback, like most feedback, is intended to be used for growth and improvement prior to a summative evaluation. Lucy knows students do not process feedback when it is paired with a numerical grade. What has been your experience with providing formative feedback compared to summative numerical grades?

Lucy paused and wondered if she had ever explicitly and deliberately taught her students how to use the feedback she provided on their work samples. Have you taught students how to use feedback for improvement? Lucy realized she has not. Pairing a student's ability with the high expectations through wise feedback creates a 'what's next' mentality for students and encourages them to grow and succeed (Hattie & Zierer, 2018; Hendry et al., 2016; Hirsch, 2017; Wimshurst & Manning, 2013). Lucy makes a note about possibly having students complete a reflection form about the wise feedback she provides to them. How can she increase students' accountability in using wise feedback? Carless and Boud (2018) said, "it is only students who can act to improve their learning" (p. 1316). How can coaching students to value and interpret wise feedback foster their growth?

Lucy meets regularly with her Professional Learning Team (PLT). Together, they meet collaboratively to plan units and daily learning experiences, discuss student work samples, analyze data, and support each other's growth as educators. They have a common vision (DuFour et al., 2016). Lucy is excited to share her new knowledge with her PLT members and engage the group in collegial inquiry to improve their practices and impact on students. Drago-Severson (2009) discussed the importance of engaging in collegial inquiry with others, to have deliberate dialogue on a topic, and to build capacity as educators and to impact student learning.