Wise Feedback
Normalize Feedback & Strengthen Belonging!
Critical feedback is a key part of the learning process, but it can feel hard to receive for students and adults alike. Worries about giving and receiving feedback can stand in the way of student success.
That’s why Leading Educators has been working with researchers from Stanford University to pilot learning for teachers around wise feedback, a strategy that draws on social-psychological theory to improve learning, student-teacher relationships, student persistence, and students’ identities as learners over time.
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Wise feedback is making sure students know why you give them feedback—because you hold them to a high standard and believe they can reach it!
"Get Wise About Student Feedback & Belonging"
Why Does Wise Feedback Matter?
Worries about feedback can more amplified for students with marginalized identities who might wonder if that feedback is a product of teacher bias rather than positive intent. So, wise feedback is meant to establish clear intent and routine practices.
The Model
The Benefits
- In past research, attaching a simple wise feedback note to students’ assignments increased their trust in the teacher, doubled the rate at which they chose to revise their work, and increased their average scores on an assignment by a full letter grade.
- These effects were even larger for African-American students. Past research is limited in that it has only tested wise feedback messages as a single-shot student-facing intervention delivered directly to students by researchers rather than by teachers.
In ongoing research conducted alongside the Research Partnership for Professional Learning, Leading Educators will explore ways to enable more teachers to access and effectively use the cognitive science to enhance students’ sense of belonging.
Read the researchStay in Touch with the SXSW EDU Presenters!
Daniel Jackson
Laura Meili
About Daniel Jackson
Daniel R. Jackson M.Ed. is a teacher at Arthur Dixon Elementary School in Chicago. At Dixon, he serves on the Instructional Leadership Team. As a Black male educator and mentor, he teaches to transform the lives of young minds through critical thinking.
Daniel takes great pride in creating equity among all learners in Illinois, and his teaching practices reflect dynamic, current, and societal issues.
He holds a B.A. of Applied Science in Elementary Education and Teaching from Illinois State University and a M.Ed. in Educational Leadership and Administration from Chicago State University.
Daniel takes great pride in creating equity among all learners in Illinois, and his teaching practices reflect dynamic, current, and societal issues.
He holds a B.A. of Applied Science in Elementary Education and Teaching from Illinois State University and a M.Ed. in Educational Leadership and Administration from Chicago State University.
About Laura Meili
Laura is a content and program designer who loves creating adult learning that leads to student learning. She leads the data and evaluation and internal communications teams at Leading Educators, focused on efforts to learn from, share, and improve current and future programming. She has been part of the team since 2014.
Previously, Laura led the redesign of Leading Educators’ programming focused on the Common Core State Standards, teaching and leading for equity, instructional leadership, and content cycles. Before joining Leading Educators, she worked in the Office of Professional Learning at the Chicago Public Schools. Laura started her career teaching reading and writing to middle school students on Chicago’s south side.
Laura graduated from the University of Michigan with a B.A. in Psychology and earned her M.Ed. in Literacy, Language, and Culture from the University of Illinois at Chicago. She lives in Chicago where she spends her free time playing volleyball and pickleball, doing yoga, and reading too many books at once.
Previously, Laura led the redesign of Leading Educators’ programming focused on the Common Core State Standards, teaching and leading for equity, instructional leadership, and content cycles. Before joining Leading Educators, she worked in the Office of Professional Learning at the Chicago Public Schools. Laura started her career teaching reading and writing to middle school students on Chicago’s south side.
Laura graduated from the University of Michigan with a B.A. in Psychology and earned her M.Ed. in Literacy, Language, and Culture from the University of Illinois at Chicago. She lives in Chicago where she spends her free time playing volleyball and pickleball, doing yoga, and reading too many books at once.
Laura Meili in the news
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Webinar: Virtual Teacher Support and PD with Google for Education
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What is Impact?
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Laura Meili Named as Leading Educators' First Chief Impact Officer
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Take Action
Whether you are a classroom educator, administrator, support provider, or advocate, there are many ways you can support the spread of strong feedback processes across schools!
Educators
Practice using this feedback in your classroom!
If you would like to engage in additional work alongside Leading Educators, we’re recruiting teachers for a current pilot of professional learning offerings.
School and System Leaders
Encourage and provide learning around constructive feedback in your schools!
Have a few educators in mind who might want to be a lead learner around wise feedback? Get in touch with us about pilot opportunities.
Philanthropy
As traditional ways of providing teaching evolve with changing habits and new technology, professional learning options are also expanding.
Learn how we can partner to spread these feedback processes across more communities.
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