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​Distance Learning Progression | Phase 4
Feedback for Learning

Identifies a sequence of actions to develop a culture of feedback that promotes student agency through goal-setting, reflection, and progress monitoring.

INSPIRATION BANK 
Below you'll find articles, research, practitioner training, and campus/classroom examples from Dallas ISD leaders to suggest the next move you (or those you coach) might take.

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Leader Actions

4. Leader establishes a two-way communication channel for feedback from all stakeholders on campus. PEI Indicator 5.2

Next Move: Be vulnerable and transparent about distance learning. Ask for feedback from all stakeholders and show that you’re listening by responding in observable ways.

Start the feedback conversation in a collaborative space using a Jamboard template. Use the School Retool Big Idea, Students as Consultants to gather feedback from students on campus. For ideas like this and others, check out the Students as Consultants webinar. | School Retool How Can We Improve Feedback in Schools? | Australian Institute for Teaching and School Leadership

5. Leader identifies types of feedback students will receive in learning.   PEI Indicator 2.2

Next Move: Set expectations for when to use corrective and reinforcement feedback.

Positive to Corrective Feedback Ratio | Canyon School District The Characteristics of Good Feedback | Australian Institute for Teaching and School Leadership Hattie and Timperley’s Model of Feedback | John Hattie and Helen Timperley Which Type of Feedback When? | Center for Enhanced Teaching and Learning

6. Leader determines which experience tools teachers will have available to use to provide student feedback.  PEI Indicator 1.4

Next Move: Model selected tools in professional development or when providing teachers feedback.

Using FlipGrid to Support Distance Learning | Dallas ISD Spring 2020 Webinar Tightening the Feedback Cycle with Google Tools | Chris Betcher Ways to Give Feedback | Tepper and Flynn, LLC

Teacher Actions 

7. Teacher creates an exemplar to internalize the learning goal and determine what success looks like. TEI Indicator 1.1

Next Move: Develop a sequenced list of conceptual milestones to identify the learning path a student might take.

​Learning at a distance...Using work examples, Mathematics | Fisher and Frey

8. Teacher provides timely, relevant, and frequent feedback that moves learning forward in both synchronous and asynchronous learning. TEI Indicator 2.2 | Student Feedback

Next Move: Embed check for understandings throughout the learning cycle to gather evidence to assess progress towards mastery.

Make any Video an Interactive Lesson with Edpuzzle | Dallas ISD Webinar Branching with Google Forms | Dallas ISD Webinar 7 Things to Remember about Feedback | ASCD

9. Teacher is responsive to student learning and adjusts feedback to meet the needs of all students.  TEI Indicator 2.2 | Student Feedback

Next Move: Develop a system to keep track of feedback provided to students.

Feedback-Tracking Example | Amanda Huffman, Ben MIlam School

Student Actions

10. Students seek feedback or initiate a feedback loop by asking questions to clarify confusion.  TEI Indicator 2.4 | Advocacy Beyond Self

Next Move: Explicitly teach students protocols and procedures for seeking feedback from the teacher and/or their peers.

Praise, Question, Suggest Critique Protocol | EL Education

11. Students set goals, measure their current level of understanding, and monitor their own progress toward mastery. TEI Indicators 1.3 and 2.2 | Self Direction

Next Move: Establish a system to help students learn about how they learn and monitor progress towards goals (academic and non-academic).

Middle School Student Learner Profile | Robert T. Hill Middle School Getting to Know You: Learner Profiles for Personalization, 2nd-3rd grade example here, 4th-5th grade example here. Both examples are pulled from the article. | Next Generation Learning Challenges 3 Ways to Use Video Conferencing, #3 Conferencing with Students- Golden Circle Goal Template | Catlin Tucker Metacognition: How to Improve Students’ Reflections on Learning | Lisa K. Son, Ph.D., Nicole Brittingham Furlonge, Ph.D., Pooja K. Agarwal, Ph.D

12. Students meaningfully reflect on and assess their own learning progress.  TEI Indicator 1.3 | Opportunities for Input

Next Move: Provide a rubric, success criteria, and/or an exemplar to give students clear indication of how they know they are successful in learning.

Sample Single-Point Rubric Strategies for Student Self-Assessment  | New South Wales Government

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