Ensuring That Feedback Is Meaningful: Part 2

Students want to improve. They want to learn better, faster, and retain knowledge longer. Our job is to provide them the specific help that they need.

That’s where feedback comes in. In this graph from John Hattie’s Visible Learning, you can see that students recognize the value of specific feedback strategies in learning something new, in this case, to draw:

In the last blog, we looked at Hattie’s definition of feedback and its importance in accelerating student learning. We also examined the four types of feedback, and which ones are best used when.

Now we’ll attempt to put those into practice, and look at some examples of powerful feedback and when it should be given.

Things That Must Be in Place First

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