Feedback

When thinking about feedback, Dylan Wiliam writes, "Good feedback causes thinking."

Good feedback moves learning forward and is integral to monitoring and documenting learning and being responsive to the learning that is evidenced. Feedback should be focused and aligned with the learning intentions. 

John Hattie writes, "The simplest prescription for improving education must be dollops of feedback." The PYP's From Principles into Practice also advocates the notion of feed-forward, the focus of which is thinking ahead to tasks not yet attempted. As a Kindergarten teacher, the feedback I give is alongside the learners as they play and engage in explorations and playful learning opportunities. The feedback comes from listening carefully and observing attentively, and is often in question form to engage the learners in further reflection, sometimes as mini conferences. 

It is important for learners to be assessment-capable themselves. Trevor Mackenzie writes passionately about his student-centred assessment beliefs. Feedback is a common thread throughout several of these beliefs. 

TAG is a protocol we now use in Kindergarten. Children use TAG in pairs and small groups to offer feedback, as well as in response to children who showcase their learning on the "sharing chair". 

T - Tell something positive

A - Ask a question

G - Give a suggestion for improvement 

Each letter was introduced separately to not overwhelm Kindergarten. 

The 'sharing chair' now changes its name to honour the learning being shared. The examples below showcase the 'maker's chair', the 'artist's chair' and the 'author's chair' that children name themselves. 

Under each photo is a transcript of the feedback shared to give you an insight into the thinking and language Kindergarten are using right now. 

Student sharing - I made this for my sister as my sister is coming home tomorrow.

1 - I like it because you made rainbows.

2 - I like it as it’s not just flat; the rainbows are coming up. 

3 - I love that you made it 3D and that you can put your hand in. 

4 - Why did you do it in 3D?

5 - You should make more things. 

Student sharing  - I made this in art.

1 - I like it because it’s Easter.

2 - I like it because you made it with clay.

3 - I like it because you made the eggs in it.

4 - Did you make the eggs out of clay or are they real?

5 - You could add more colours.

Student sharing chose to read the story she wrote and illustrated to the class.

1 - I like there was a big lollipop and it was her birthday.

2 - I like your front cover.

3 - I like it because you added a face to the tree. 

4 - Why is it only black and white?

5 - Colour it.

What strikes me about the feedback Kindergarten are giving one another is how kind, sincere and informed it is. Insightful comments, questions and suggestions are being made as they are taking the time to look, listen and reflect. They also understand that the children giving suggestions are offering possible next steps and not issuing orders they must follow. Most children are appreciative of the opinions of others, entertain the possibility of following through on the suggestions and then make up their own minds. 

How do your learners give feedback to one another?