Positive, Specific Feedback

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October 2021

Lunch and Learn

Learning Intentions/Success Criteria

Success Criteria

• I can identify with at least one major benefit of positive, specific feedback.

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• I will reflect on a common statement I make in class and rewrite it to be more precise.

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Learning Intentions

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• I will learn to use feedback to reinforce actions, as specifically as possible.

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Paper airplane activity

• Today you are going to learn the important skill of making paper airplanes. You may already know how to do this; however, today I want you to follow my directions carefully. I will model this as we go along.

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What did you notice?

Discussion

Hattie (2012) identifies feedback as an “essential ingredient” of learning:

“The greater the challenge, the higher the probability that one seeks and needs feedback, but the more important it is that there is a teacher to provide feedback and to ensure that the learner if on the right path to successfully meet the challenges” (p. 17)

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Benefits

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• Helps adults and students focus on positive social behaviors and actions.
• It is the most powerful behavior change tool teachers have in their repertoire.
• Increases the likelihood students will use the recognized behaviors and skills in the future.
• Decreases inappropriate behavior and therefore, reduces the need for correction.
• Enhances self-esteem and helps build internal locus of control (i.e., self-regulation).

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Simply Describe the behavior

Students need to know explicitly what behavior they did that was correct and earned the acknowledgement of the teacher. In effective praise we simply describe the behavior observed to make the feedback clear and specific.

For example, “When I said it was time to begin your assignment, you cleared off your desk, got your materials out immediately, and began working quickly.” It is a videotape replay of exactly what the student did, couched in the words of your expectations.

• Do not add any references to past mistakes the student has made or wishes for future behavior. Simply describe exactly what you saw that you want the student to continue doing in the future.

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• Additionally, be cautious in adding “I’m proud of you.” We want students doing the appropriate behavior because of the benefits to them rather than simply to please the teacher.

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Provide a rationale

Explain the reason why the behavior is important. Rationales or reasons teach the students the benefits of their behavior and the impact it has on them and others. This often includes stating the overarching school-wide expectation (e.g., respect, overcome, achieve, reach out, etc.) and pointing out what the student might expect could happen if they use the appropriate behavior. “Getting started right away like that will help you achieve in class and will help you avoid having homework.”

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Some considerations...

Contingently

Since students “earn” specific positive feedback and consequences, it is provided only when they have demonstrated the desired behavior.

Immediately

Specific positive feedback is best when it follows closely to the behavior so that students can connect what they did with the feedback they are receiving.

Frequently

When students are learning new skills, provide feedback on a continuous schedule. Every time the student displays the desired behavior, they receive specific positive feedback.

Intermittently

Once the skill or behavior has been learned, you can shift to use of general praise and occasional use of specific positive feedback to maintain behavior. Be careful not to omit all specific positive feedback as students may not sustain the skills that they have learned.

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Who is Paul Hollywood? Paul Hollywood is known

for his blunt feedback.

Who is Mary Berry? One former contestant called

Mary Berry a 'lovely' person who empathizes with

contestants.

Situational feedback scenarios

Or come up with your own...

Scenario #1

A student in your class uses a well-thought out answer to a question you have asked, but gives an incomplete or wrong answer.

Scenario #2

A student who has been continually problematic for several days in a row (acting out, disrupting, generally not focusing) comes in, sits down quietly, and begins working on the starter.

Scenario #3

You’re ready to transition to the next activity. You’ve asked students to close their Chromebooks. All but 3 students have closed them. 2 students are having a side conversation.

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“Okay…”

“Good job...”

“Great job!”

“I like it.”

“Awesome. I love it.”

“Not quite.”

Can you make these frequent phrases more specific?

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Feedback Checklist

Credits

Special thanks to all the people who made and released these awesome resources for free:

• Presentation template by SlidesCarnival
• Photographs by Unsplash

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