Feedback aims to reduce the gap between where the student ’is’ and where he or she is ’meant to be’ - that is, between prior or current achievement and the success criteria. John Hattie
One of the features of high quality PD is that teachers have opportunities to receive feedback on their instructional practices. Learners need on-the-spot, low-stakes feedback.
Teaching is often very private work, which makes it hard for us to grow as professionals, because we don’t often witness examples of better teaching practices, and we don’t get feedback on our own teaching.
Providing opportunities for people to give and receive feedback on their teaching practices makes teaching less private.
To be effective, feedback must be non-evaluative and low-stakes.
If a teacher wants to give feedback, what does s/he need to consider?
Lighthouse Teaching: We know what effective feedback looks like, but even the best feedback will be useless (and may even be harmful) to learners who are not receptive to it. In order for feedback to be truly effective, it has to be part of a dialogue that in willingly entered into by both parties. This entails ensuring a growth mindset, and a safe environment.