Use Feeback to Encourage Effort
“...one of the most powerful strategies for unleashing student performance is real-time feedback on student performance.”
It is important that in our classrooms we are watchful not to praise a students innate ability or talent, but rather their effort and work since it contributes to a growth mindset (Goodwin & Hubbell, 2013). The converse of this statement is also true. When giving a critique of work we must be wary of our comments and focus on the effort that will need to need to take place to improve. Thus, we must provide specific feedback, since it is more likely to motivate (Goodwin & Hubbell, 2013) and aim at growth.
One thoughtful way to give feedback is to use specific “yes, and”feedback as a tool. “Yes, and” is a concept that comes from the performance medium of improvisation. It is the approach of agreeing with what your scene partner offers and then building from that idea or effort (McKnight & Scruggs, 2008). McKnight and Scruggs explain that “All ideas are valued and included in the activity. No idea is stupid or dumb. All ideas are accepted and built on. Because participants’ ideas are valued and embraced, students feel affirmed and are more encouraged to take creative risks…” (p. 13).
If this concept is applied to the classroom it could be a fantastic tool. Imagine you were grading a piece of writing you could start with a “yes, and.” You might say, “You used great punctuation here (Yes) and you worked hard to correct your mistakes from the first draft (and).” Since feedback should provide specific behaviors that you are looking to develop (Goodwin & Hubbell, 2013), you can provide that praise in a “yes” then give the behavior as an “and.” The concept can also apply to practical things like homework. If you are starting from what the student offers and building from it, you would be much more likely to be giving homework that is relevant to that student.
Feedback Resources
References
Goodwin, B., & Hubble, E. R. (2013). The 12 touchstones of good teaching: a checklist for staying focused every day. ASCD, McREL International.
McKnight, K. S., & Scruggs, M. (2008). The Second City guide to improv in the classroom: using improvisation to teach skills and boost learning. San Francisco: Jossey-Bass.