Warm and Cool Feedback
(adapted from resources by the National School Reform Faculty, WNY Educational Associates, and NCSLA)
Step 1: Presenter describes lesson or unit and asks for feedback, including the following details:
● Overarching big idea(s) addressed by the unit (answers the student question “why is this
important to me?”)
● A general sense of the “flow” of the unit - what goes first, second, third, and so forth.
● An existing application of technology in the unit or lesson OR a half-baked idea the presenter
wants help developing OR an open question about what technologies might be applied to this
unit
Step 2: Group members give warm feedback and cool feedback on unit and, if applicable, existing
application of technology. Presenter takes notes.
Step 3: Group members each offer possible applications of technology to meet the curricular
objectives and tie to the big idea(s) of the unit.
Step 4: Presenter thanks group members, talks about what thoughts were prompted by the
conversation.
Warm Feedback:
● Provides specific feedback to presenter/writer/designer
● NOT general statements of approval. Avoid statements such as: “I liked it.”, “This is good.”,
“Great job!”, “Well done.”
● Highlights and recognizes the strengths of the unit (“names what is effective”). “Your big idea
prompts a few questions in my mind. I’m already wondering what will come next.” “The flow of
your unit makes sense to me. I can see how one step leads to another.”
Cool Feedback:
● Wonderings, questions, and dilemmas listeners find in the content
● NOT criticism. Cool feedback poses ideas that prompt the presenter to think about the content
from a different perspective. “I” statements and the use of “might” rather than “should”
promote an environment of respect and leave control over the content in the hands of the
presenter.
● Possible sentence starters for this area could be “I wonder …”, “What if …”, “I was confused by
…”, “I’m curious …”, “Tell me about …”, “You might consider …”