Teachers should consider this principle ifthey would like to consider instructional strategies to support the implementation of feedback.

Think about yourself as an elementary or high school student. Were there teachers whose feedback you would welcome, but other teachers who could deliver the same feedback only for you to interpret it differently? Teaching is a profession based around communication and relationships. In the social learning environment of the classroom, feedback follow up is key. If teachers provide feedback without the follow up, they are assuming that their students can independently comprehend the information provided, make sense of the feedback relating to the next steps in learning, and see this as an opportunity for learning. Not only does feedback follow up build relational trust, but it allows students an opportunity to clarify misconceptions about the feedback provided in a supportive environment that promotes learning.

When this principle is in action:

The teacher…

– Provides high level feedback to the student on their submitted work.
– Does not simply provide feedback, but will support students by answering clarifying questions to promote understanding and growth in subsequent lessons.
– Follows up feedback that includes: classroom discussions, one-on-one conversations, mini-lessons and re-teaching for common misconceptions, and provides opportunities to apply feedback,
– Keyset can easily insert links to reteaching videos and class resources that enhance student understanding with the touch of a button.

The student…

– Is active in responding to the feedback provided to them.
– Can clarify and ask questions of the teacher once feedback has been provided.
– Can refine their understanding of the feedback provided and what to do with that feedback.
– Can learn from the questions and mistakes of their peers in a supportive and social learning environment.


A scholarly approach to solving the feedback dilemma in practice