Feedback and Reflection
Feedback is useful when it names a specific choice and its effect, then points to one next step. General praise and general criticism both leave students unsure what to do.
Success criteria
Turn the task into a short list of what a strong response does. For an analytical paragraph, the list might be: a clear claim, short evidence, explanation of effect, a link to the larger idea, and controlled sentences. Students should see the criteria before they write, not only after.
A feedback routine
- Read the whole piece once without marking it.
- Name one thing that works and say why.
- Ask one question about a choice that is unclear.
- Suggest one specific next step.
- Check that the writer understands the suggestion.
Sentence frames for peer feedback
- “I noticed ... and it made me ...”
- “This sentence is doing a lot of work because ...”
- “I got lost when ... Could you ...?”
- “Your claim is clear, but the evidence needs ...”
- “One next step might be ...”
Self-reflection
Ask three questions: What did I try? What worked? What will I change next time? The answers should be specific enough to guide action. “I will improve my vocabulary” is too vague. “I will replace three general words with precise ones in my next paragraph” is usable.
Acting on feedback
Build in time for a second attempt. Feedback without revision is just commentary. Students should change one or two things and explain what they changed. The revision, not the original draft, is the clearest evidence of learning.
Feedback on discussion
Observe a discussion and note who speaks, who builds, who challenges and who is interrupted. Share the pattern with the class without naming individuals. Set one goal for the next discussion, such as “three people who have not spoken yet will speak in the first five minutes”.
Feedback is a conversation, not a verdict. The writer should leave knowing exactly what to try next, not just whether the work was good.