Researchers have found feedback to be important and impactful - for example, John Hattie (1999) describes feedback as the “most powerful single moderator that enhances achievement”.  In this episode, we begin by sharing why we used feedback as classroom teachers and what lessons we learned as part of the process of giving feedback to ourselves to improve our own practice. We also share a little about the science of how feedback affects the brain and learning, before ending with a discussion about the reality of providing feedback despite its impactfulness on achievement.

References from the episode:

Fisher, D., & Frey, N. (2012, September). Making Time for Feedback. Educational Leadership, 70(1), 42-46. http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Making-Time-for-Feedback.aspx 

Gonzalez, J. (2020, May 10). Flash Feedback: How to Provide More Meaningful Feedback in Less Time. Cult of Pedagogy. https://www.cultofpedagogy.com/flash-feedback/

Hattie, J. & Timperley, H. (2007). The Power of feedback. Review of Educational Research, 77(1), p81-112.

Stafford, T. (2013, February 25). Why your brain loves to get feedback. BBC. https://www.bbc.com/future/article/20130226-why-your-brain-loves-feedback

Theme music created by Moore Square Magnet Middle School’s Maya Smith

Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler

Data, Research, and Accountability department for the Wake County Public School System