Feedback
Overview
Feedback is the process of providing learners with information about their learning to support their progress and improvement, which can come from a range of sources, including teachers and peers. It can act to reinforce things that are being done well or can be used to guide and adjust. Feedback can be about a learning task, process, or aspects of the learner's Self-Regulation. Teachers can also be sure to praise young learners' effort, which can increase Motivation and persistence, and reduce learner concern about later errors. High information feedback is feedback that includes several of these elements and can be particularly useful in helping the learner after they make mistakes to: understand what mistake they made, why they made it, and what they can do in the future to correct it, which can support Metacognition. In general, the most effective feedback is timely, constructive, and specific, allowing a learner to improve on a task and foster their Learner Mindset, self-efficacy, and persistence.
The type and frequency of feedback are also important, as too much positive feedback can become meaningless to the learner and can decrease internal motivation, whereas negative feedback can decrease learners' confidence and engagement. Positive feedback or praise should be specific and focused on effort or process, rather than ability or intelligence, helping to encourage a growth mindset.
Example: Use This Strategy in the Classroom
Watch how one teacher uses feedback daily in a Kindergarten classroom.
Design It into Your Product
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Teacher Modeling & Support Strategies
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Discussing emotions with children consists of supporting their ability to identify, label, and manage their feelings.
Self-advocacy is the ability of an individual to understand and effectively express and assert their own rights, needs, desires, and interests.
Providing students a voice in their learning is critical for making learning meaningful.
