In this week's issue of The Brilliant Report: How to give feedback that actually makes a difference. Plus, this week's top blog posts, a selection of articles and posts about success in college (and after), and a Brilliant Quote from IQ researcher James Flynn, originator of the "Flynn effect."
Giving good feedback

When effectively administered, feedback is a powerful way to build knowledge and skills, increase motivation, and develop reflective habits of mind in students and employees. Too often, however, the feedback we give (and get) is ineffectual or even counterproductive. Here, four ways to offer feedback that really makes a difference, drawn from research in psychology and cognitive science:

1. Supply information about what the learner is doing, rather than simply praise or criticism.
In "The Power of Feedback," an article published in the Review of Educational Research in 2007, authors John Hattie and Helen Timperley point out that specific information about how the learner is performing a task is much more helpful than mere praise or, especially, criticism. In particular, research by Hattie, Timperley, and others has found that feedback is most effective when it provides information on what exactly the learner is doing right, and on what he or she is doing differently (and more successfully) than in previous attempts.

2. Take care in how you present feedback.
The eminent psychologist Edward Deci has identified several conditions under which feedback may actually reduce learners' motivation. When learners sense that their performance is being too closely monitored, for example, they may disengage from learning out of feelings of nervousness or self-consciousness. To counter this impression, the purpose of observing or supervising should be fully explained and learners’ consent obtained. Better yet, learners should be involved in collecting and analyzing data on their own performance, reducing the need for oversight by others. (And as the popularity of the "Quantified Self" movement has demonstrated, many people seem to enjoy keeping even minute records of their own behavior.)
       A second risk identified by Deci is that learners will interpret feedback as an attempt to control them—for example, when feedback is phrased as, "This is how you should do it." Empower learners rather than controlling them by giving them access to information about their own performance and teaching them how to use it.
       According to Deci, a third feedback condition that can reduce learners' engagement is an uncomfortable sense of competition. To avoid this, emphasize that you are sharing feedback with students or workers not to pit them against each other, but rather to allow them to compete against their own personal bests.

3. Orient feedback around goals.
Information about performance means little if it's not understood in relation to an ultimate goal. Hattie and Timperley have formulated three questions that feedback can help answer: "Where am I going?" (That is: What is my goal?) "How am I going?" (That is: What progress is being made toward my goal?) Lastly, "Where to next?" (That is: What actions must be taken to make further progress?) Feedback is most effective, research has found, when it directly addresses the learner's advancement toward a goal, and not other, less-pertinent aspects of performance. (If it's not relevant to the goal, don't bring it up.)
       Once a goal has been clearly specified, feedback can help learners see the progress they're making toward that target. Find ways to help learners represent this progress visually, in a chart or graph that they update regularly.

4. Use feedback to build metacognitive skills.
The most profound and lasting benefit of sharing feedback with students or employees is the development of their awareness of their own learning. Having access to information about their performance creates opportunities for learners to recognize when they've made mistakes and figure out what to do to fix them. It also helps them to monitor their own motivation and engagement, and take proactive steps when they feel these flagging. They can learn to identify when to work harder, when to try a different approach, and when to seek help from others. The ultimate goal of feedback, in other words, should be to teach learners how to give feedback to themselves. (An abstract of the Hattie and Timperley article is on my blog.)

(Want to read past issues of The Brilliant Report? You'll find them here.)

This Week's Top Blog PostS 1. How Far Would You Go To Save Yourself From The Web?
2. Beware The Oversimplifications of "Folk Neuroscience"
3. During Lectures, Students' Physiological Arousal Flatlines
4. Why Children Are So Helpless: It Allows Them To Become Smart
5. Are You A "Cognitive Miser"?
6. Bringing Brain Education To The Public—On Wheels
7. Should Professors Engage Their Students Through Facebook?
8. Change Your Stress "Mindset," And Handle Stress Better
9. One Advantage of Homeschooling: Teens Can Sleep Later
10. Should Today's Children Spend Their Time Like Hunter-Gatherers?

Articles and Blog posts About . . . success in COLLEGE, and after1. Secrets Of Successful College Students
2. What Happens After You Get Out of College
3. Students More Likely To Graduate When They're Part of a "Learning Community"
4. The Janitor With a College Degree
5. Are College Students Learning—Or Mostly Partying?
6. The Fate of a Liberal Arts Education In a Ruthless Economy
7. Educators and Employers Live in Parallel Worlds
8. Should You Choose a College Major Based On a Starting Salary?
9. What Students Want To Do Vs. The Jobs The Economy Has To Offer
10.Two Different Economies For Job-Seekers

If you have comments or questions, I'd love to hear from you by email: And if you'd like to read even more about learning, you can visit my website, follow me on Twitter, and join the conversation on Facebook. Be brilliant!

All my best,

This Week's Brilliant Quote"[A distinction that helps explain the rise in IQ test scores over the past century] is that between pre-scientific and post-scientific thinking. A person who views the world through pre-scientific spectacles thinks in terms of perceived objects and functional relationships. When presented with an [IQ test question] such as, 'What do dogs and rabbits have in common?', Americans in 1900 would be likely to say, 'You use dogs to hunt rabbits.' The correct answer—that they are both mammals—assumes that the important thing about the world is to classify it in terms of the categories of science. [We need not infer] that the huge gains on [certain sections of IQ tests] from one generation to another signal a general lack of intelligence on the part of our ancestors. Their minds were simply not permeated by scientific language and they were not in the habit of reasoning beyond the concrete. [In our time,] more formal schooling and the nature of our leisure activities have altered the balance between the abstract and the concrete. The life experiences that surround us pose problems largely absent in our ancestors' day."—James R. Flynn, What Is Intelligence?

Copyright © 2013 Anne Paul, All rights reserved.

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