Providing Specific Feedback

MDIRSS Ten Elements for Effective Learning and Teaching‎ > ‎

Element 10A.3: Provide frequent, specific feedback during the learning process, including during deliberate practice.

Why is this important?

Effective coaching is powerful in many fields (e.g., sports, business, writing) because actionable feedback is given all along the way, not just at the end. Feedback tells the learner where to adjust and improve before a final demonstration or performance is expected. Therefore, frequent specific feedback supports learners to greater levels of success.

You might want to start here:

Grant Wiggins article from ASCD: Seven Keys to Effective Feedback. The article explains the difference between feedback and advice; feedback and evaluation. These differences are important if feedback is to help learners improve and become more aware of how they learn.

See it in action:

Powerful video of Ron Berger from EL Education demonstrating the power of models, critique and descriptive feedback in a first grade class.
Elementary example of using specific praise in an elementary math class as effective feedback.

High school teacher incorporates technology to provide feedback to students using podcasts.

Example of personalized and customized feedback in a high school English class.

Additional Resources:

Beginner's Guide to Deliberate Practice -- Describes how deliberate practice only improves performance if you have set clear goals, practice deliberately at a level that stretches you and get ongoing specific feedback.

Closely related strategies: Gradual Release of Responsibility and Setting Goals.

After exploring this high impact strategy:

1. What are your most important takeaways?

2. In what ways do you anticipate this will impact or shift your practice?

3. What questions do you have at this point?