November 17, 2025
Feed Up- Feed Forward---- Feed Back
What is your feedback model? Does your match Hattie's suggestion on pages 86-87?
Be prepared to give examples of feedback used during Grade Level Meetings on Monday! ( the meeting will be virtual)
As a REACH, ESL, or EIP teacher, I would say my feedback model is really just growth mindset based. Therefore, depending on how a student is performing, I typically may be feeding "back" or "forward". Additionally, depending on student performance, I may be (1) providing more information and building background knowledge; (2) providing strategies or processes; or, (3) enhancing fluency or automaticity and ALWAYS promoting enhanced challenges to push learners to deeper understanding and growth.
ReplyDeleteI feel as a Special Education teacher we use feedback and data consistently to see the progression of student learning. When we give students process level feedback, it allows for students to reflect on their work through use of processes or strategies they used to complete the task. This can provide teachers with ways to close the gap between their current performance and the desired goal. I reflect on how a student is doing and suggest next steps or strategies to implement that meet the student's needs.
ReplyDeleteThe area of feedback I most often use is Reinforcement and Cues and generally this is in my performance based standards. This ties to the feedback model "feed forward". And this is because I give timely, specific examples and suggestions on how to improve and meet the standard we are working toward.
ReplyDeleteThe feedback models I find myself using are feed “back” and “forward”. Another question to ask for feed “forward” that I really like is “How do I close the gap?”. I use classroom discussion and student performance on lessons and assignments to figure out what gaps and misconceptions my students have, and then I use this to determine the review/warm ups I do to try and close these gaps. I often feel like I am constantly going between “back” and “forward”, but this feedback helps students to see if they are meeting the ultimate goal of showing they understand the content, and I am able to provide scaffolding and clarify any misconceptions to help students reach the goal in a timely and specific way.
ReplyDeleteI find myself using feed up and feedback the most. I make sure to let my students know what their learning goals are prior to beginning a lesson or unit. We review my modeling with the process of "I do", "we Do", and "You Do" to ensure students know the expectations and goals. I also share their learning goals regularly so they know what is expected. In turn, I use feedback daily as students are completing assignments. I also provide ongoing feedback individually to let students know what they need to do to meet their goals.
ReplyDeleteI hope to try using feed forward more often. I had not ever heard this term before and I will be practicing using it.
I agree with Angela that at our grade levels, we already do a good job giving students clear learning goals at the start of each week. When they're with me, I try to expand on those goals and expectations so the "feed up" piece is definitely there. We also give a lot of ongoing feedback while we're working through assignments together in class. The part I think we need to bring in more is the "feed forward." We could be more intentional about giving students specific next steps so they can close the gap between where they are now and we where we want them to be.
ReplyDeleteWhen I think about it, I guess I use all three feedback models (I just don't typically use the terms feed up, feed forward etc.), but upon initial preparation, I feel like I implement Feed Up the most! I implement Feed Up by ensuring students clearly understand what the learning goal is and what they are trying to achieve before beginning a task.
ReplyDeleteIn a character analysis assignment, I use Feed Up by telling students, “Your goal is to explain how the character changes and support your explanation with a quote.” For Feedback I often say, “You identified the character’s change correctly, but your explanation after the quote needs more detail.” For Feed Forward I continue with, “Now write 2–3 sentences explaining how the quote supports your idea.” It is not a one day completion, because my kiddos often want to finish quickly; but this process helps my kiddos know the target & understand their progress when taking steps to show improvement.
I think I use feedback and Feed up most with my students. As a special education teacher we look closely at personalized goals and getting each student to reach their goals. I am constantly looking at data and what goal needs to be reach that goal. Feedback is something that I am constantly doing when as I look at how the student is doing on their goals. I often give immediate feedback when working with my students to ensure they are completing activities the correct way and practicing the skill.
ReplyDeleteI mostly use feedback with my students. I tend to focus on current success criteria and try to link back to prior learning. My subject does not build year to year, so I am often reteaching concepts that were taught two or more years prior. This means I am trying to keep conversations going to review vocabulary, I am using gamification for rote memorization, and I have assignments that specifically use targeted learning goals so I can pinpoint specific places where feedback is needed for misconceptions and better understanding. I do use feed up in explaining how the information we are currently learning can help us understand future concepts. Somedays this looks more like explaining our next learning goals or explaining the next activity and what I want them to get out of it. I also like to ask what was the big idea after activities helping students to summarize and consolidate learning. I try to add in metacognitive strategies asking students to reflect on what practices are helping them retain information versus what has not been beneficial. I remind them that we all learn differently and we each need our own skill set of knowledge acquisition and retrieval.
ReplyDeleteThis model was the first time that I could see a correlation to PE immediately. This cycle of feedback is especially useful in curriculum that is performative. While exercising we are continuously looking at specific goals like the health fit zones for fitness testing. We regularly perform these skills to see growth and improvement. Then I provide specific "feed forward" pointers on ways they can continue to improve in order to reduce the gap between their current level and the health fitness zone.
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