- Everybody agrees that feedback is important.
- Most teachers agree that revision is important.
- Very few teachers are giving students a chance to revise their classwork in class.
What are teachers asking students to do with their feedback? They either loosen the "in class" or the "revise their classwork" requirement of that revise their classwork in class formula:
- Kids are given the option to resubmit their work, but they're expected to do the revision on their own, outside of class.
- Kids are given feedback and they have future chances to improve their performance on a different, but related problem. (I'm really thinking of the SBG crowd, here.)
This post is here to report that I haven't had much success with either of these common practices. If I want every student to work on something, I find that I need to ask them to work on it in class. And I find that if I just give feedback without giving students a chance to use that feedback (more-or-less) immediately, that feedback tends to be just another thing that I've said instead of something that sticks.
Maybe things are different for your kids? I really have no clue, and would love to know.
In sum, here are some questions that I have.
- Do your kids remember feedback that they don't immediately use in some further classwork?
- Are there ways to ensure that your students are thinking about the feedback that you give without asking them to use that feedback on a problem?
- What's the theory behind how feedback helps students do better on future tasks, if they aren't using that feedback to practice?
- Do your kids do quality work outside of class? I've never really been able to coax quality out-of-school work from children but kids write essays so it must be possible.
This is the eighth post in a series on feedback. To read the rest of the posts click here.