2. When students feel they cannot be successful, it is important to remind
them that success is not a straight, direct line.
3. This is a good time to remind them of the Learning Line and have them
identify where they are in their learning process.
I know what
I’m doing.
We’ve done
this before.
Will I ever be
able to do
this?
I’m finding
this difficult.
I feel stuck.
I am
practicing,
and it’s
starting to
make sense.
I get it.
What’s next?
4. There are three critical components to FEEDBACK.
When you provide feedback to your students, do you include all three?
5. PRAISE VS FEEDBACK - It is important to think about what
type of responses we provide to students.
Person
Praise
Process
Praise
Feedback
Which type do you provide? How can you move towards
true feedback instead of person or process praise?
6. ● ALL PRAISE IS NOT EQUAL.
● Giving students the label of “smart” may
actually cause them to underperform - and even
refuse to attempt tasks.
● A single line of PROCESS praise - “You must
have worked really hard” - can influence scores.
● “Emphasizing effort gives children a variable that they can control.”
○ Specific & Sincere
● Praise may unwittingly send a message that the student has reached the
limit of his innate ability.
● Students need to develop strategies for handling failure - especially as
they encounter more challenging work in upper grades.
7. Four Questions to Help Students Positively Reframe Feedback by Aaron Zimmerman
1. What feedback did you receive?
2. What do you now believe as a result of this feedback?
3. What are some alternative conclusions that you might draw other
than the ones that you have already listed?
4. As a result of the feedback you received, what are you going to do
next?
If students receive critical feedback that highlights a particular
misunderstanding, they, using these prompts, can be dissuaded from
attributing that feedback to a lack of their own academic ability or intellect
and, instead, accept it as a helpful tool that highlights their current (but not
permanent) misunderstanding.
