Timely Feedback is Crucial in the Learning Process

Since my last post, I've been more mindful about providing useful and timely feedback to our students. I've always been cognizant of how valuable feedback is to learning, though now I'm more attuned to the timing and specifics of it.  After learning alongside several students this week after school and answering student's questions through Twitter or texts, I've realized that students are more receptive to the feedback when the feedback is offered during the learning, not after. Students appear to apply the feedback more constructively when it's during the learning and they can immediately adapt their learning based on it. During our class collaborative questioning, through a Twitter thread with a student or during a face-to-face learning experience, students can immediately apply the answers to the questions to the learning that is happening real time. Getting an answer to a question during the learning is so much more valuable than getting that same question answered after class. I found that to be true in my college days. There were several instances this week during class and after class when students applied the correction to their learning with genuine understanding resulting in an "ah-ha" moment, a "Oh, so you mean..." or "When we see this type of structure, we can apply either of these processes? Got it!". When I get feedback to my learning during the process, it's so much more beneficial and applicable than receiving that same feedback a week later. I had several instances of this manifest itself in slightly different ways this week. One that stands out in my mind was the young man who passed in an assignment early and wanted to know how he did since he claimed he worked so diligently on the material. I offered him my answers to compare to his. Upon seeing a few of his mistakes, he immediately responded "I see exactly where I went wrong". His next question was not one I had anticipated. He asked, "Could I please fix these now as I understand my error in applying these concepts?". With a stunned but grateful look on my face, I replied "Of course. Make it happen!". A few minutes later, he resubmitted his assignment and thanked me for the encouragement and my willingness to allow him to fix his mistakes. To me, that was genuine learning based on timely feedback.

Two of  our Intro to Probability senior classes this week sensed some confusion differentiating two concepts and knowing when to apply them. I detected this during our class discussion and was further convinced after reviewing their exit tickets. In an effort to resolve the confusion, I created a student-centered activity where students could work through various situations collaboratively. During this time, I could be available to offer individual suggestions and guidance for our learning. After giving students time to work though these questions on their own or in their groups, I listed the ten question numbers on the board and welcomed student initials next to them as students willing to show and explain the workings of each question. Student literally erupted into shouting which question number they wanted their initials next to. Some students offered the initials of another student giving someone else a chance to demonstrate proficiency. Within a minute, all ten questions had initials and there were countless students at our boards writing away! It was thrilling to witness their willingness to engage, watch their collaborative learning and work through any errors in understanding once the questions on the board were discussed.

The high point of my week came from a young man in our Algebra 2 course. This young man regularly demonstrates engagement and understanding during our class time. However, he has been applying minimal effort to our course outside of class. Last week he handed in some evidence that was much less than what he was capable of submitting. I told him it was time for me to get his Dad involved. He acknowledged, but asked for one more chance to prove himself. I agreed. After reviewing this week's evidence, I communicated with him that I was calling his Dad. He understood. I did. Dad and I had a heart to heart chat about the potential of his son and the decision his son was making to delay learning outside of our class time. His Dad was very supportive and thanked me for the call. I then contacted my student and told him that his Dad and I has just discussed the situation. He replied, "I know. My Dad is talking to me right now.". Within five minutes, I received a text from my student thanking me for calling his Dad, helping him to get back on track and caring enough to be his safety net. He said, "If it weren't for you and your call, I would have continued on a downward spiral. Mr. Rowe, thank you.".

Let's be inspired by the engaged learning that our students deserve and offer timely feedback to empower their learning!