As I mentioned last week, I’ve been doing a ton of tinkering this year with the way that I give students feedback in my classroom. My goal is to steal Dylan Wiliam’s idea that our goal should be to turn feedback into detective work. That just feels right to me.
So I whipped up another activity this weekend. I’m calling it a Feedback Action Planning Template. Here it is:
This handout is a follow-up of an conversation that I had with my buddy Paul Cancellieri, who likes to argue that all too often, we fail to create time and space for students to (1). reflect on the feedback that they have received and (2). plan next steps based on the feedback that they receive. Paul calls this “the essential epilogue” of the feedback process — and without it, feedback is a complete and total waste of time because it doesn’t result in new learning for our students.
So I wanted to create a structure for that “essential epilogue” — and in that structure, I wanted students to (1). think about what it was that they were trying to learn to begin with, (2). think about the feedback given to them, and (3). plan next steps.
My hope is that there will be times when students realize that the feedback they have received indicates that they have additional learning to do. I also hope that there will be times that students realize that they disagree with the feedback they receive — or that they don’t completely trust the expertise of the people giving them feedback.
Either way, they will realize that feedback should lead to action — and that’s a win in my book.
Whaddya’ all think?
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