Feedback and Techniques Cheat Sheet by Viviana Cruz

Based on Hattie and Timper­ley’s (2007) work, feedback can be defined as “infor­mation provided by an agent with respect to one’s perfor­mance or unders­tan­ding” (p. 81). However, feedback also encomp­asses the conseq­uences of perfor­mance. In teaching schemes, feedback should provide inform­ation specif­ically relating to the learning process so as to assist learners in unders­tanding what they are learning and what they have just learned.

It is used to let the students know that they have performed correctly and increase their motivation through praise.

It consists of the teacher repeating the student’s response with a rising intona­tion.

It Motivates students and creates a positive atmosp­here.

It is typically done in the target language and helps to motivate students.

Tell students what they can do to help themse­lves.

Way to measure the students’ success.

- Ask learners for self-assessment.
- Tell them the behavi­or/­per­for­mance you observe and how it differs from what you expect.
- Ask learners what they think they could improve and what actions they can take.

- Praise for their strengths and areas of good performance.
- Tell them the behavi­or/­per­for­mance you observe and how it differs from what you expect.
- Praise their ability to adapt and modify and use example where they have adapted and modified behavior in the past succes­sfully.

Connecting concepts together from past to future. Focusing on:
- Past positive behavior/performance.
- Present observed behavior/performance.
- Future behavi­or/­per­for­mance expected.

- Have scheduled feedback sessions.

- Focus on perfor­mance that can be modified.

- Be specific with whatever you want the others to improve.

- Be tough, not mean.

- Positive feedback can be offered in public or private. However, negative feedback can only be given in private.