Instructional Playbook

Feedback

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When teachers elicit academic feedback it can be used for three distinct purposes: 1. Feedback to the learner 2. Feedback from the learner 3. Feedback for adjusting instruction Feedback to the Learner: Feedback lets the learner know whether or not a task was performed correctly and how it might be improved. Feedback is most effective when it is: specific clear purposeful Specific positive academic and behavioral feedback, or teacher praise, has been statistically correlated with learner on-task behavior (Apter et al., 2010) and has strong empirical support for both increasing academic and behavioral performance and decreasing problem behaviors (Gable et al., 2009). Error correction is essential and can be done positively by returning to the routine of the teacher restating the answer, and providing another opportunity for the learner to respond correctly. There is a continued assertion that teachers maintain a ratio of praise to correction at 3:1 or 4:1 (Caldarella et al., 2023; Gable et al., 2009). compatible with prior knowledge immediate, and non-threatening

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Providing multiple opportunities in which all learners can provide feedback simultaneously (e.g., fist to five, whiteboards, thumbs up/thumbs down) Establishing norms for providing and receiving feedback in a positive manner and safe environment Allow learners to provide feedback in a variety of ways (i.e., pointing, whiteboards, gestures) Prolonging the opportunity to provide feedback Overly Relying on one form of feedback (written, oral, whole class, etc.) Providing non-specific positive feedback

Minimize

Feedback from the Learner: Educational research indicates that feedback is one of the most powerful drivers of learner achievement. John Hattie’s synthesis of the overall effect size of feedback is very high (ES = 0.75). He states that feedback from learners as to what they understand, when they are not engaged, where they make errors, and when they have misconceptions, helps make learning visible to the teacher. Feedback for Adjusting Instruction: When teachers elicit feedback from learners, they can use their instructional agility to determine their next instructional moves to best reach the needs of every learner. Using feedback to adjust instruction can also build relational trust between teacher and learner. This relational trust helps build a culture where learners feel safe to answer incorrectly and receive corrective feedback and have another opportunity to answer correctly without feeling embarrassed.

Effect Size: 0.63