Assistant Principal  -Curriculum

FAST FEEDBACK

Today, I’m writing about the benefits for students (and adult learners) of asking for, receiving and applying feedback. This newsletter article brings together quite a few aspects of my previous articles.  I have in the past written about the Top 10 Tips for HSC success was Tip 4: Make the most of class time.  This was all about feedback from the teachers during lessons. Last year, I wrote about The Power of Reflection.  Reflection after getting feedback is particularly helpful.  In Continuous Assessment I wrote about how formative assessment leads to fast feedback being given in the classroom and how this leads to immediate and gradual improvement.

So, what's the big deal about feedback?  Can’t I just keep doing what I’ve always been doing?  It seems to be working for me.  The problem with this mentality is that there is no scope for improvement.  Clearly, as teachers and parents, we wish the best for our students and children.  We want them to be the best they can be.  Students need to ask for and receive feedback every lesson.  This is a great way to get the best out of class time.

One of the most successful businessmen of all time, Bill Gates, explained the benefits of feedback in a simple quote.

Recently, we asked some students if they receive any feedback during their lessons at school.  I can classify their responses in three areas.  First, they all said they receive feedback from their teachers each lesson on how they can improve.  Secondly, some students mentioned that they get feedback from their peers.  I’ll elaborate on this more in the next paragraph.  Thirdly, some students mentioned that they receive feedback automatically from the online resources and apps they use with their learning.  Quite a few of the students we interviewed were completing preparation for their NAPLAN tests (Yr 7 and 9) or Minimum Standard tests (Yr 10) and found the online resources helpful.  This independence, which still involves feedback, reflection and improvement, frees up the teachers to work with the students who need one-on-one attention.

Students are more frequently assessing the quality of their own work or their peers work. “Students should shoulder more of the burden, evaluating their own work products before teachers do and reflecting on their own efforts more frequently.” (p. 1, Lee, 2020).  This is part of the Worthwhile Lesson framework at O’Connor which guides us as teachers as we plan our lessons.  Here is the section of that framework that refers to this:

The worthwhile lesson also has a description of how us as teachers can provide meaningful feedback to students.  It lists how in the course of each lesson, we need to provide opportunities for students to get descriptive feedback.

On the Assessment notices that Year 11 and 12 students get to help them with their official assessment tasks, there is now (started in 2020) a section in which teachers list the ways students can ask for feedback.  This is split into two parts: 1. Feedback before the task is submitted and 2. Feedback after the task is marked.  I’m sure you can guess which one produces the most improvement for the students, especially if you read my article on Continuous Assessment. Yes, number 1.  Students are relishing the opportunity to ask for feedback as they work through their task.  This happens all the time during lessons (Fast Feedback).  It also happens when students submit drafts for feedback to their teachers.  Students also get feedback along the way from their peers, which is powerful and helps everyone.  It’s worth noting that there is normally a cut off date for drafts to be submitted to teachers.   Imagine if a whole class of students submitted draft essays the night before the final submission and expected feedback from the teacher before the morning! This date is always written on the assessment notice. 

I was honoured to meet one of my heros this week in Newcastle.  Dylan Wiliam.  He is known around the world as one of the foremost experts on the benefits of formative assessment (Assessment For Learning).  This is when the teacher gets feedback (there’s that word again) form the students and adjusts their teaching accordingly.  Here’s is a link to a video showing Dylan talking to a group of teachers about this. Video

The father of formative assessment in schools, Dylan Wiliam, with me on Monday this week at the Quality Teaching Conference in Newcastle

Here is a final note on receiving feedback.  Some people find it uncomfortable to get feedback.  Here are some tips on how to get the most out of the feedback you receive:

• Summarise and reflect on what you heard
• Ask questions to clarify
• Ask for examples
• Keep things in perspective
• Be approachable
• Check with others

(Heathfield, 2020)

Of course, all of these suggestions apply to all types of people receiving a variety of feedback.  The most important thing is to maintain a growth mindset at all times.  This leads me to a final quote from Canadian Writer Robin Sharma.

Sometimes we receive constructive feedback that we might classify as negative feedback.  If we have a fixed mindset, we might react bitterly and resent the feedback.  However, if we instead employ a growth mindset, we can take the feedback on board and become better.  One of the most important things we can foster in the young people of today the development of their growth mindset.  But that’s the focus of another newsletter article from me.  Stay tuned…….

Mr Stephen Chapman

Assistant Principal - Curriculum

Never stop learning; for when we stop learning, we stop growing  - Jack Lewman

References

Fast and Efficient Ways to Provide Feedback. Lee, L. (2020). Edutopia. Retrieved from https://www.edutopia.org/article/fast-and-efficient-ways-provide-feedback

How to Receive Feedback With Grace and Dignity. Heathfield, S. M. (2020). The Balance Careers. Retrieved from https://www.thebalancecareers.com/receive-feedback-with-grace-and-dignity-1916643