Dr. Mary Henderson

What separates good teaching from great teaching? Effective feedback. Hattie’s research tells us that feedback has an effect size of 0.70—almost double the average. But not all feedback is equal. According to Hattie, “The most powerful single influence on achievement is feedback…but it must be timely, specific, and help the learner know where to go next.” Dylan Wiliam expands on this with his five strategies for formative assessment. He reminds us that feedback should cause thinking, not compliance. If students are not using feedback to move their learning forward, it’s just noise. Susan Brookhart emphasizes that feedback must be clear, purposeful, and aligned with the learning target. Vague praise or criticism does little. Students need to understand what they’re doing well, where they need to improve, and exactly how to do it. Grant Wiggins said, “Feedback is not advice, evaluation, or judgment. It’s information about how we’re doing in our efforts to reach a goal.” In short—feedback should not end the learning—it should ignite it. And let’s not forget Carol Dweck, who teaches us that how we frame feedback impacts whether students develop a fixed or growth mindset. If we want students to persist through challenges, our feedback must reinforce the process, not just the person. So in your classroom: •Make learning goals clear •Give feedback during the learning, not after •Use student work and peer feedback to promote ownership •Keep the focus on progress and next steps Great classrooms are built on a culture of feedback—where students don’t just hear it, they act on it. @VisibleLearning @dylanwiliam @SusanBrookhart @CarolDweckDSU