Learning How To Give Feedback

The fall semester is in full swing now! I am teaching three different classes this semester - all focusing on different aspects of reading instruction (and a little bit of writing instruction is in there!).

Anyway, one part of teaching that I have been deliberately including is feedback - specifically, creating space for my students to give each other feedback on their work, particularly their lesson plans. There is research around the idea that receiving constructive feedback improves instruction for teachers and for students. I am a huge believer in the positive role of constructive feedback. I told my students that I work very closely with one of my colleagues and we give each other feedback on our teaching all the time. And, it has really benefited my instruction as well as my students’ learning.

So, why is it necessary to teach students how to give feedback? Well, I am a believer that models of expectations are helpful. This way, everyone is clear on what they are being asked to do and in this case, they are clear about the type of feedback they should be giving to their peers.

Here’s how I approached this with my students. We began by watching a video of a lesson being taught to first grade students. I would stop the video and ask them questions about what the teacher was doing and how it connected to what they had learned in class. They had very clear thoughts about what was worked well and what changes the teacher could make to further benefit the students.

Before letting the students go into groups to write up the feedback, I modeled how I write up feedback. After modeling the strengths of the lesson for the students, I had them help me write the areas that could use attention. They shared the ideas aloud and I wrote them - so that they had a model of the written work. Then, I let them work in partners to give each other feedback. This activity was scaffolded on purpose - I wanted the students to have a very clear sense of how to give supportive feedback. I want them to approach giving feedback with the expectation that the goal is to improve teaching and student learning - rather than to tear down a teacher.

I am confident that it worked! The students shared their lesson plans with each other and received feedback. What I loved is that they were able to hear a different perspective on their lesson and get helpful ideas about ways that their teaching could benefit from changes.

One student approached me after class and said that she was surprised that I was teaching such a basic skill such as giving feedback, but after the class, she understood why it needed to be taught because she would not have approached it in this manner.

Offering students a clear model of what constructive feedback can (and should) look like can really improve student learning!