Planning for Fast Feedback

Fast Feedback and Your Classroom Routine

Fast Feedback can become part of your classroom routine in many different ways, but consistency is key. To get the most out of data insights, you will need to complete at least five sessions of feedback for a class, using the same criterion.

Consider these four strategies to make Fast Feedback part of your routine. Each approach will give you different insights into your students and how they can move forward with your feedback:

1. At the start of class

Share clear and consistent expectations for being prepared for class every day. Give students feedback on their preparation at the start of each class.

What will you learn?
As you give feedback on student skills and work at the start of class, you lay the foundation for check-ins and conversations that help students understand how preparation relates to academic performance. Conference with students or classes to work through challenges and find solutions together.

2. Engagement, multiple times throughout class

Give feedback on engagement two to three times throughout class for several days.

What will you learn?
With time, you will be able to pinpoint patterns and understand how engagement changes throughout the class. Identify challenges and make plans to move students forward with interventions or changes to routines.

3. During specific types of activities or learning structures

Give students feedback on their focus or effort during a specific type of class activity. Choose one and be consistent for several days: eg. group work, class discussion, independent work, guided practice, etc. 

What will you learn?
Use data insights to understand when and how students learn best: plan for differentiation, offer choices, or help students practice the skills they need for that type of class activity or instructional method.

4. At the end of each class, as you re-cap or wrap up.

Give feedback on completion of an exit ticket or other final activity. 

What will you learn?
Compare student performance on exit tickets with performance on assessments; anticipate needed interventions or reteaching of academic skills. Reflect on the impact of instructional methods and make plans for the next lesson.