Unit 8 - Activity 3: Feedback (principles and action-oriented)

** Understanding "sandwich feedback" **

My take-away from this unit was that as a teacher, you must be ready to provide - specific, meaningful, and timely feedback.

Something I found interesting when comparing education and government/some business is that outside of formal learning environments (education systems) feedback is frequently just the opposite of what was described/emphasized in our readings. For example, I frequently hear junior managers make well intended - but "general" comments to their staff like "good job" (for what? what did I do a good job at?). The feedback sometimes comes across as meaningless (some employees feel it is a contrived check-box system which feels both forced and rushed when quarterly evaluations are due. In do more with less environs, many employees fail to hear feedback in a timely way.

A feedback framework that I've seen work well adopts the principles described in our course and follows the below script...a very handy, diverse, and easy to recall means of ensuring feedback is done in the manner described in this unit - but also done well.


Doing a feedback? Follow this script when meeting your subject:

1. Keep doing...
2. Stop doing...
3. Start doing more of...
4. Start doing less of...

Reference

Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed. revised). Upper Saddle River, NJ: Pearson Education.