PROMOTINGA GROWTHMINDSET

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

dweck research and info on growth mindsets

Growth Mindsets

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

the ineffectiveness of praise

harm caused by person directed feedback rather than task related feedback

Growth Mindsets

GROWTH MINDSETS

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

I N T E L L I G E N C ETHEORIES OF

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

According to Hattie and Timperley(2007) feedback is one of the mostpowerful influences on learning andachievement, but this impact canbe either positive or negative. Theydeveloped a model of effectivefeedback that identifies theparticular properties andcircumstances that make it work.Feedback on task, process and selfregulation level is far more effectivethan on the Self-level (e.g. praisewich contains no learninginformation). from https://visible-learning.org/glossary/#10_Feedback

Growth Mindsets

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

iThe self The fourth level is feedback directed to the “self” (e.g., “You are a greatstudent,” “Well done”) and so often it directs attention away from the task,processes or self-regulation. Such praise can comfort and support, is ever-present in many classrooms, is welcomed and expected by students, butrarely does it enhance achievement or learning. When Kessels, Warner, Holle,and Hannover (2008) provided students with feedback with and without theaddition of claims such as that the teachers were proud of them, this led tolower engagement and effort when the statements of pride were made.Hyland and Hyland (2006) noted that almost half of teachers’ feedback waspraise, and premature and gratuitous praise can confuse students anddiscourage revisions.

Growth Mindsets

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

iMost often, teachers used praise to mitigate critical comments, which indeeddilutes the positive effect of such comments. Praise usually contains little task-related information and is rarely converted into more engagement,commitment to the learning goals, enhanced self-efficacy, or understandingabout the task. By incorporating self with other forms of feedback, theinformation is often diluted, uninformative about performance on the task,and provides little assistance to answering the three feedback questions (seeDouglas & Skipper, this volume, for a review of the ineffectiveness of praise).

The first three feedback levels form a progression. The hypothesis is that it isoptimal to provide appropriate feedback at or one level above where thestudent is currently functioning and to clearly distinguish between feedback atthe first three and the fourth (self) level. Feedback at the self level can interactnegatively with attainment as it focuses more on the person than theproficiencies.http://visiblelearningplus.com/sites/default/files/Feedback%20article.pdf

Growth Mindsets

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

P R A I S E F E E D B A C K A N D

G O A LA building should stand uprobustly and remain in goodcondition.

P R O C E S SIt should be aestheticallypleasing.

S E L F - R E G U L A T I O NIt should be suitable for thepurposes for which it is used.

avoid praise in relation to taskfeedback

praise is ok in other contexts

Growth Mindsets

LESSON 2 - THE FOUR KEY INGREDIENTS OF EFFECTIVE FEEDBACK

R E F L E C T I O N Do you use praise to soften the blow of critical comments

Do your students see corrections as opportunities to learn or as criticism

Do you ever discuss the opportunities that failures present

growth mindsets