This post is #7 in a series of 10 posts that serve as extensions of the 10 chapters in Hacking Project Based Learning, which I coauthored with Erin Murphy. This post is an extension of Chapter 7, which focuses on feedback. #HackingPBL
For all of the posts in the series, tap/click here.
Grant Wiggins defined feedback as, “information about how we are doing in our efforts to reach a goal.” A few specific examples he included were:
- A friend tells me, “You know, when you put it that way and speak in that softer tone of voice, it makes me feel better.”
- A baseball coach tells me, “Each time you swung and missed, you raised your head as you swung so you didn't really have your eye on the ball. On the one you hit hard, you kept your head down and saw the ball.”
For both examples, the recipient receives specific guidance in regards to what to do next…When we provide feedback during project based learning (PBL), or any type of learning, we should have this same goal in mind. Students should walk away with an idea of what their next steps will be (otherwise, what we’re giving probably doesn’t meet the definition of “feedback”).
John Hattie, who has synthesized over 1,000 meta-analyses related to student achievement, identifies feedback as among the most powerful influences on student success in the classroom. He says feedback, when goal-focused, has “twice the average effect of all other schooling effects.”
But, when and how do we make time for feedback during project based learning?
Here are five ways to make this happen.