How is my remote instruction working? If you are wondering this very question, you are seeking feedback which is crucial for the growth of all learners, students, and adults. Simply stated, feedback is information about how we are doing in our efforts to reach a clearly defined learning goal.

Professor James Pennebaker from the University of Texas at Austin explains, “When people are trying to learn new skills, they must get some information that tells them whether or not they are doing the right thing.” (Edutopia)

Remote learning is no exception. Feedback with specific, detailed directions for future improvement, offered in a way that is both constructive and encouraging, is necessary for guiding each learner’s next steps. Examples of feedback include corrections or positive reinforcement, comments/explanations on written work, rubric grading, conferencing, resources, strategies, and assistance. The absence of feedback may result in low learner motivation and higher levels of disengagement. 

To answer the question “What works best in education?” John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, developed a way to rank all interventions, instructional strategies, and other influences on learning outcomes. Based on his research, the average effect size of all influences on student achievement is .4. With an effect size of .7, feedback is one of the most powerful influences on learning and achievement (Visible-Learning.org). However, it is most impactful when the following attributes are practiced.

Student Specific Feedback Tips for Digital Learners

 

INFOGRAPHIC- Student Specific Feedback Tips for Digital Learners

Aligned to the Learning Target or Goal

Use the instructional target or goal to guide the learner to the next level of learning. Restate the goal for clarity as to why a learner is being asked to do something differently or new.

Frequent & Consistent

Feedback should be delivered at a minimum of one time per week per learner. Students will differ in their need for feedback. Understand where learners are at and adjust feedback type and frequency by need.

Timely

For feedback to be most effective, it should be delivered as soon as possible. Research shows that receiving immediate rather than delayed feedback results in significantly larger performance improvements. Providing timely feedback ensures learners have the opportunity to apply it while the assignment or task is still relevant (ASCD).

Specific & Actionable

Statements such as “Great job!” or “This needs work” do not tell learners what they did well or what they need to improve on. Instead, feedback should be specific so learners immediately know what steps to take to meet the learning target. Identify exactly what the learner did well and should repeat in future. When corrective feedback is provided, identify the problem the learner is experiencing and guide the learner toward strategies or ways to solve the problem. Try the following sentence starters:

• “Try adding…” 
• “Take into consideration…”
• “Next time you should…”
• “One suggestion is to…”
• “Your next step is to…”

Balanced & Sincere

Feedback can be counterproductive when it is entirely negative or corrective. Research suggests higher levels of positive feedback result in higher levels of learner engagement (EdWeek). For every instance of corrective feedback, aim to have one or more positive interactions with the learner. All feedback should be sincere when delivered, avoiding the use of sarcasm. Written feedback is easy to misconstrue. Learners may read it harsher than intended. By providing feedback using audio or video tools, learners will be able to hear tone and recognize that the words are encouraging and supportive (The Chronicle of Higher Education).

Samples of Student Specific Feedback

Here are some ways Kent County teachers are providing feedback to their learners via remote instruction:

• Teacher Feedback Email (Example of high positive feedback)
• Weekly phone call check-ins
• Teacher Feedback Weekly Reading Journal (Example of Next-Step teaching)
• Scheduled office hours with individual learners 
• Private comments in platforms like Google Classroom, Seesaw, and Schoology
• Some teachers are using the Mote Chrome Extension to give audio comments (provides a written transcript as well)

In summary, the research on the use of explicit feedback is clear, instruction + feedback = greater learning for students. What new ways will you choose to increase the use of feedback with your learners?

For more remote learning resources, visit Kent ISD’s Remote Learning web page.

#Feedback #RemoteLearning #WeLeadLearning #KentISDpd

This blog post was written in collaboration by Kent ISD's staff: Susan Brummel, School Improvement Consultant, Kirsten Rice, MTSS Coordinator, and Mark Raffler, ELA & SS Educational Consultant. It was edited by Amanda Walma, Professional Development Coordinator and Sara Sefcik, PD Hub Intern. The infographic was written by the Kent ISD RLIS Team and designed by Amanda Walma.

Sources:

• Stenger, Marianna. “5 Research-Based Tips for Providing Students with Meaningful Feedback,” Edutopia, 6 Aug 2014.
• Hattie, John. “Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement,” Visible Learning, 2018.
• Wiggins, Grant., “Seven Keys to Effective Feedback,” ASCD, September 2012.
• Gewertz, Catherine. “Teacher Praise Helps Students Focus, Behave Better, Study Says,” Education Week Teacher, 30 January, 2020.
• Fiock, Holly and Garcia, Heather. “4 Key Qualities of Good Feedback,” The Chronicle of Higher Education.