Providing continual feedback
to students is essential to creating a vibrant learning environment.
Cavanagh
(2016, p.133) points out teachers typically think of giving feedback when something goes wrong, what she calls
discrepancy feedback
. While this is certainly necessary, it should be balanced with
progress feedback
which is positive encouragement when students are on the right track. With a nod to
Doug Lemov
, Cavanagh explains a progress feedback technique called stretch it: When students respond with a correct answer, challenge them to go further with questions such as:
How did you come up with that answer? Why do you think that is the case? What might another possible answer be? What might be a better word, or a more precise explanation? Can you give me some evidence that backs up your answer? If I were to give you a different question, could you apply the same skills to answer it?
Unlike grades or more formal assessment, such feedback can be extemporaneous, adds challenge, and encourages students to expand their intellectual boundaries.
