Activity: Feedback Action Planning Template

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:

Handout – Feedback Action Planning Template

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?


Related Radical Reads:

Activity – Where Am I Going Reflection Sheet

Feedback Should Be More Work for the Recipient

Giving Feedback Should Be a Work For/Work On Process


4 thoughts on “Activity: Feedback Action Planning Template

  1. max gold

    Yes – I like Paul’s “essential epilogue” title for this process. It is an essential process because without it feedback may be worth didily skwhat ! You have provided teachers with a useful way of structuring the epilogue process Bill. Reminding students to recount the learning they were trying to achieve in the first place is a great idea. By the time they receive the feedback they may have forgotten this. I like Step 2 summarizing the feedback. Teachers need to see the message students have taken out of the feedback.. if this is consistent with the teacher’s intention great….if not there is still work to do. Then of course the action students are going to take. If students are aware that teachers will be following up and asking them about how the action worked out, they are far more likely to put it into practice. Always enjoy reading your ideas mate. Keep them flowing, like a glass of craft beer. Best, Max Gold

    1. Bill Ferriter Post author

      Max wrote:

      Teachers need to see the message students have taken out of the feedback.. if this is consistent with the teacher’s intention great….if not there is still work to do.


      Hey Max,

      First, thanks for the thoughtful comment and sorry for the slow reply! I was on the road presenting last week and haven’t had the chance to sit and reflect since then.

      Second, the thought that moves me the most in your comment is the one I’ve pulled out above. Here’s why: Teachers often think of feedback as information GIVEN TO learners. But as Hattie’s research shows, the feedback GATHERED FROM learners is just as important. When we work to understand what our students think — about essential outcomes, about our instruction, about the learning that they have done — we are better prepared to tailor our instruction and we can work more efficiently.

      Thanks for the reminder!


  2. Robyn McKenney

    I am so interested in all the work you are doing with assessment; it has definitely spurred me on to my own learning. I hope you keep posting- this is so helpful!

    1. Bill Ferriter Post author

      Hey Robyn,

      Thanks a ton for the kind words and the support! I’m in the middle of finishing up a book titled Moving from a Culture of Grading to a Culture of Feedback, so it’s been a month full of reflecting about feedback and grading — and of pulling together all of the practices that I’ve used over the years to do that work.

      Glad to know that it looks useful to you!

      Rock on,

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