Growing, Nurturing, and Supporting CSB/SJU Student Teachers
A Message from the Director of Student Teaching
Feedforward Follow-up--Impact
In the last edition of The Acorn, I shared Joe Hirsch’s feedback fix which he refers to as feedforward. In this system, Hirsch (2017) advocates that we attend to the 6 REPAIR components: how feedback regenerates, expands, is particular, is authentic, has impact, and refines. This week, I would like to focus on the idea of impact.
Hirsch argues that feedback has impact when the recipient is in relationship with the source and has direction of when and how to implement the feedback given. We know that relationships are foundational to the receptivity of feedback and that quality feedback is “accurate, constructive, specific, and timely” (Danielson, 1996, p. 100). That feedback, however, also needs to have direction--a sense of feedforward—to make a difference in future practice. Feedback must be operationalized. To do this, we can look to Hattie and Timperley’s feedback model. Hattie and Timperley encourage us to press forward in how we frame our feedback and push the recipient into reflection. We are encouraged to ask:
*Where am I going? (What are the goals?)
*How am I going? (What progress is being made toward the goal?)
*Where to next? (What activities need to be undertaken to make better progress?)
(Hattie & Timperley, 2007, p. 86)
In our preparation model, we focus heavily on reflection, so these questions work well to support that intention. While these questions may be directed from the cooperating teacher or supervisor, it is even better if the teacher candidate can engage in a discussion these questions, constantly looking at the impact of choices on teaching and learning.
Another way to look at these impact reflections may be a process implemented in the teacher education program at Surf Coast Secondary College (2013, p. 7). They encourage this feedforward and reflection process:
*What went well? (reflection based on assessment or agreed-upon criteria; evidence)
*Even better if… (a chance for the individual to brainstorm or reflect on improvements or highlight areas of further exploration)
*Where to next? (a shared conversation of steps, strategies, options, supports).
In both of these models, what happens next is what creates impact. Once student teachers have a direction or plan broken up into steps and connected with available tools and supports, the impact will be greater as they now know what can be done. Having the ownership of their future, the possibility of implementation and impact increases.
References:
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria,VA: ASCD.
Hattie, J., & Timperley, H. (2007, March). The Power of feedback. Review of Educational Research, 77(1). 81-112.
Hirsch, J. (2017). The Feedback fix: Dump the past, Embrace the future and lead the way to
change. Lanham, MD: Rowman & Littlefield.
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Teaching Keating
This delightful podcast takes moments from movies and television to connect with relevant, engaging instructional practices.
Weston is a former high school teacher and administrator who now works as a Senior Fellow with the International Center for Leadership in Education.
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I recommend the episode on the television show Coach as an entry point. Good commentary for cooperating teachers.
Coaching for Change
CSB/SJU Education Department
Director of Elementary and Secondary Student Teaching
Allison Spenader, PhD.
Chair
Email: jmeagher001@csbsju.edu
Website: csbsju.edu/education
Location: 37 College Avenue South, St Joseph, MN, USA
Phone: 320-363-5709