How can pulling feedback into the classroom help students develop confidence and improve their self-regulation skills?
Feedback is one of the most powerful tools a teacher has to support students in achieving standards-aligned goals. Feedback also
- Provides clarity on learning goals and expectations.
- Guides students in understanding their strengths as well as areas in need of improvement.
- Supports skill development and mastery of concepts.
- Enhances metacognitive skills, such as self-regulation and self-monitoring.
- Encourages engagement and active participation in the learning process.
- Promotes a growth mindset and a belief in the potential for improvement.
- Fosters effective communication and dialogue between teachers and students.
- Builds confidence and self-efficacy in learners.
Despite the myriad benefits of focused, timely, and actionable feedback on learning, it is often neglected due to time constraints. Teachers typically provide feedback on completed assignments, which may not significantly impact students’ conceptual understanding and skill development. Additionally, feedback often focuses on minor details, making it difficult for students to respond effectively and make improvements.
In this workflow shift, Dr. Novak and I want teachers to focus on pulling feedback feedback loops into the classroom so students feel seen and supported as they work.
Shifting to Giving Feedback During the Process
In this chapter, Dr. Novak and I explore strategies designed to transform the way teachers give feedback. The chapter emphasizes three key strategies that promote a culture of feedback and empower students in the feedback process.
Modeling the value of feedback: We highlight the importance of creating a classroom culture where feedback is highly valued and recognized as a tool for growth. This requires teachers actively seek feedback from students, modeling the process of giving and receiving feedback, and demonstrating how feedback contributes to personal and academic improvement.
Utilizing blended learning models to give real-time feedback: We demonstrate how teachers can use blended learning models, specifically the station rotation and playlist models, to create the time and space needed to provide focused, process-based feedback in the classroom. By incorporating technology and targeted learning activities, teachers can provide timely feedback as students engage in their learning tasks. This approach ensures that feedback is delivered in a timely manner, allowing for immediate reflection and adjustment.
Engaging students in peer feedback: We explore strategies for involving students in the feedback process with peer feedback. This includes using feedback choice boards or rubrics to guide students in providing constructive and kind feedback to their peers. Additionally, we emphasize the importance of scaffolding and providing support to help students develop the skills and confidence needed to provide effective feedback.
In our book, The Shift to Student-led, Dr. Katie Novak and I demonstrate how teachers can use Universal Design and blended learning to create the time and space to pull feedback into the classroom so teachers are not taking that student work home to give feedback on their evenings and weekends. We provide a collection of strategies and resources teachers can use to reimagine their approach to feedback and include students in the process.
By implementing these strategies, teachers can foster a feedback-rich environment that empowers students as active agents of their own learning. Students are not only recipients of feedback but also contributors, creating a collaborative and growth-oriented learning community.