This resource was adapted by the CARE Network. It can be used with all ages (including adults!) Additional sources linked below.
Communicating high expectations and providing students with the support to meet them is crucial. Students can thrive when they are challenged. But they need to understand the expectations, know how to meet them, and feel that the instructor believes in their capabilities.
Wise feedback establishes a teacher’s high expectations and clearly articulates what students need to do to meet those expectations. Wise feedback is beneficial for all students, however studies have shown that students from traditionally marginalized cultures especially benefit (Cohen, Steele, & Ross, 1999; Yeager et al, 2014). Wise feedback is a method for teachers to give feedback to students that builds students’ academic mindset, trust, and positive identity.
2-3 minutes per assignment depending on the size of the assignment
Student work
This change idea can be used on a wide variety of assignments. It is especially useful for more in depth assignments or when you have provided students with a rubric for completing their assignment. Even if you do not have a rubric, you can use this tool to guide feedback! Provide clear feedback about things the student has done well (for example “this is great evidence to support your claim”, or “I appreciate your citation of credible sources”) and ways they could improve (for example, “I understood how you calculated your answer, but I am not sure what that number means – how are you interpreting it?” or “this sentence does not support your thesis because…”). It is also helpful to use the power of ‘yet’ – “these problems aren’t done correctly” is received by students quite differently from “these problems aren’t done correctly yet!”
To clearly communicate your belief in the student’s ability start your feedback with one of the following statements:
“I am giving you this feedback because I know you are capable of high quality work, and I am here to support you.”
or
“We expect high quality work in this course and I know you can do great work. The feedback here is designed to help you get there.”
or
“I made a lot of comments on this essay because I expect you to make great strides as a writer this year and I know you are capable of that if we work together.”
Using this framing when providing feedback to your students helps to build trust, signal belonging, and combine high standards with the assurance that people can reach them. Simple assurances are not sufficient alone to guarantee success. It is therefore essential to also include constructive criticism, clear pathways/specific directions, and guidance on how students can achieve success.
Whole class – disaggregated demographically:
Focus students:
Give students the opportunity to revise the assignment and take note of:
Identify another different type of assignment for which you will provide feedback and test the change again. Consider interviewing a student or two to determine why they chose, or not, to revise and resubmit their work.
This resource was adapted by the CARE Network. It can be used with all ages (including adults!) Additional sources linked below.
Communicating high expectations and providing students with the support to meet them is crucial. Students can thrive when they are challenged. But they need to understand the expectations, know how to meet them, and feel that the instructor believes in their capabilities.
Wise feedback establishes a teacher’s high expectations and clearly articulates what students need to do to meet those expectations. Wise feedback is beneficial for all students, however studies have shown that students from traditionally marginalized cultures especially benefit (Cohen, Steele, & Ross, 1999; Yeager et al, 2014). Wise feedback is a method for teachers to give feedback to students that builds students’ academic mindset, trust, and positive identity.
2-3 minutes per assignment depending on the size of the assignment
Student work
This change idea can be used on a wide variety of assignments. It is especially useful for more in depth assignments or when you have provided students with a rubric for completing their assignment. Even if you do not have a rubric, you can use this tool to guide feedback! Provide clear feedback about things the student has done well (for example “this is great evidence to support your claim”, or “I appreciate your citation of credible sources”) and ways they could improve (for example, “I understood how you calculated your answer, but I am not sure what that number means – how are you interpreting it?” or “this sentence does not support your thesis because…”). It is also helpful to use the power of ‘yet’ – “these problems aren’t done correctly” is received by students quite differently from “these problems aren’t done correctly yet!”
To clearly communicate your belief in the student’s ability start your feedback with one of the following statements:
“I am giving you this feedback because I know you are capable of high quality work, and I am here to support you.”
or
“We expect high quality work in this course and I know you can do great work. The feedback here is designed to help you get there.”
or
“I made a lot of comments on this essay because I expect you to make great strides as a writer this year and I know you are capable of that if we work together.”
Using this framing when providing feedback to your students helps to build trust, signal belonging, and combine high standards with the assurance that people can reach them. Simple assurances are not sufficient alone to guarantee success. It is therefore essential to also include constructive criticism, clear pathways/specific directions, and guidance on how students can achieve success.
Whole class – disaggregated demographically:
Focus students:
Give students the opportunity to revise the assignment and take note of:
Identify another different type of assignment for which you will provide feedback and test the change again. Consider interviewing a student or two to determine why they chose, or not, to revise and resubmit their work.
