“Feedback is among the most powerful influences, but the effects can also be most variable. First, there are three feedback questions – Where am I going? How am I going? And Where to next? When we ask teachers to describe feedback they tend to use the first two questions, but students are emphatic that feedback helps them move forward – and indeed if there is no “where to next” feedback many times they claim they received no feedback. Second, there are three levels of feedback – feedback about the task, the processes, and the conceptual or self-regulation levels of learning. Providing feedback at the right level (and +1 level) relative to where the student is in this instructional cycle leads to enhancements. Third, feedback that is praise and directed at the self, when accompanying feedback about the content is distracting (although there is nothing wrong with praise as it may help build trust and relationships, and we all like it). Fourth, the feedback a teacher receives from students about their impact is most effective – hence every time a test is given the teacher needs to ask what the results tell them about their teaching – who they taught well, who needs different teaching, what was taught well, where to next, etc. These four notions help unravel the reasons for the wide variation in the effects of feedback” (John Hattie, personal communication, July 24, 2016).
Articles in this section
- What is your take on the impact of praise as reward?
- What kind of effect does passion of a teacher actually have on his/her pupils? (Are they more willing to learn in order to impress their teacher, more interested,…?)
- Do data walls have the support of most (any?) esteemed education academics?
- Is there some metric you would suggest I try to use personally to determine where my time would be best suited at these two schools with 4 classrooms of kindergarten students eager to learn to read?
- What is evidence-based practice for Resource Teacher of Learning Behavior? There appears to be very little independent research.
- How important is the feedback between teachers and students?
- What are the five most influential factors on student learning? (And, why?)
- I would like further information on the Diagnose, Intervention, Evaluation (DIE) Model, in terms of training student teachers.
- What initial steps should be taken by a teacher wishing to implement visible learning in the classroom?
- What indicators show the teachers that they are on the right track or that they must make a change?