Visible Learning by John Hattie & Shirley Clarke

Author:John Hattie & Shirley Clarke
Language: eng
Format: epub
Publisher: Taylor and Francis

When to give less feedback

We also know that too much feedback too often and too soon before students have time to follow ‘stuck strategies’ can turn students into feedback junkies, too reliant on advice and therefore less likely to do well when left to their own devices. Judicious withholding, delaying and reducing feedback can boost long-term retention and lead to more sustained learning (Soderstrom & Bjork, 2015). This ‘holding back’ is more effective after the students have gained the ideas or information (the surface phase) and are moving into relating and extending ideas (the deeper phase). It is the optimal time to encourage the students to follow ‘what to do when you are stuck strategies’, go into the pit of unknowing (Nottingham, 2017) and let them wallow in error. At the right time after this learning pit, it might be necessary to provide a shower of clean new learning and check the students’ understanding and provide appropriate ‘where to next’ or ‘how to improve’ feedback.

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