Appreciating the "so." I need to try this with my own students this week. They just peer reviewed action research plans, and it can be overwhelming, managing feedback on larger projects. That's a gem of a next step....
A helpful reminder that feedback only has value if students can actually use it. Shifting from judgement to clear next steps makes a big difference, particularly when students see learning as a process rather than a final evaluation.
The idea of “feedforward” works well when it keeps improvement visible and actionable. Giving students time to act on feedback — and asking them to articulate their next step themselves — is often where the real learning happens.
Appreciating the "so." I need to try this with my own students this week. They just peer reviewed action research plans, and it can be overwhelming, managing feedback on larger projects. That's a gem of a next step....
So curious what it could look like in that context.
A helpful reminder that feedback only has value if students can actually use it. Shifting from judgement to clear next steps makes a big difference, particularly when students see learning as a process rather than a final evaluation.
The idea of “feedforward” works well when it keeps improvement visible and actionable. Giving students time to act on feedback — and asking them to articulate their next step themselves — is often where the real learning happens.