From discrete feedback practices to a coherent feedback pedagogy

This chapter proposes a typology of teacher feedback practices organized around three phases. During the first phase, teachers prepare learners emotionally and cognitively to receive feedback. Typically, teachers share or co-construct success criteria for the task that the class is about to embark on. The second phase involves teachers giving intentional and actionable feedback to help students achieve learning goals. In the final phase, teachers involve the class in activities to help students process and act on feedback. These could involve class or group discussions or individual consultations. Together, the suite of feedback practices forms a feedback pedagogy that aims to bring about affective, behavioral, and cognitive engagement. The examples shown in the chapter are gathered across different subjects and levels. The chapter aims to provoke reflection on what the individual teacher, the whole department, and even the school could do to make this feedback pedagogy a sustainable practice.