Six Strategies for Using Feedback to Build Community
Jason Cummings
Director of Student Programs
Sep 19, 2017
What happens when teachers from a global network of schools get together to talk about feedback? A lot of great
ideas, that’s what happens.
Last week we brought GOA teachers together for our first series of faculty meetings of the new school year. With a
faculty spread across eleven time zones, the idea of a faculty meeting is different at GOA. We always have two or
three opportunities for people to connect synchronously for a “fast chat” on Zoom and an ongoing “slow chat”
option (on Flipgrid this semester) where faculty participate in the conversation asynchronously.
Our focus for this year at GOA is “Feedback and Transparency,” two essential components of competency-based
learning, the student-driven mode of learning we’re adopting in all of our courses. Whether the chats were fast or
slow, I asked our teachers the same question: How might we create community through feedback?
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1. Use a protocol for low-stakes student-to-student feedback.
Ask students to give one another low-stakes feedback early in the course. It gets them into the habit and creates a
culture of open dialogue about learning. These early peer feedback opportunities work best when highly structured.
One teacher uses a framework she calls “What went well? Even better if…”
Another teacher references an activity called “Two Stars and a Wish”.
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Both protocols ensure students give a compliment as well as a positively framed suggestion for improving future
work. Without a strong foundation and clear expectations for what great peer feedback looks like, these exercises
can descend into useless peer-to-peer flattery.
2. Lean heavily on formative feedback, lightly on grades.
Take the opportunity to give substantive, specific feedback to students a couple of times before grades are involved
at all. More than a few studies show that feedback given in conjunction with grades reduce the impact of that
feedback on learning and lessen students’ intrinsic motivation. The reality is that the presence of a grade
compromises their ability to listen and to really hear the feedback that they most need. Early opportunities for
formative feedback establish a trusting relationship with students before they feel like you are delivering a
judgement. In the example below, Becky Green, GOA’s Creative Nonfiction teacher, reacts to student submissions
on an assignment called “Who we are as writers, readers and learners.” The assignment is graded for completion;
all students who submitted work earned 5/5 (100%) so there was no real grade judgement from the teacher. That
said, Becky uses this golden feedback opportunity to build trust with the students in the first week of the course.
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3. Put a face on it.
For many students, giving peer feedback can feel high-stakes. Should I be really critical? Is it better to play it safe?
How can I deliver pointed criticism without hurting someone’s feelings? Many students are better equipped to
negotiate these nuances of tone orally as opposed to in writing. Consider pulling students together either in person
(or if you teach online, via video conference) and invite them to workshop one another’s work face-to-face. Video
tools like Flipgrid lend a personal, playful feel to asynchronous feedback. Being together pulls the community
together, particularly early in the course.
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4. Make it personal.
Written feedback is only one piece of the puzzle. Many of our teachers opt for video feedback, at least early on,
because of the warmth they’re able to communicate. Our teachers are increasingly using Loom for this. Others find
that giving students formative feedback via Slack can give it the kind of conversational, personal tone that is hard to
achieve in the margins of a student’s paper. It isn’t video, but it shares some of the same immediacy as a personto-person conversation. Other teachers make a point to schedule one-on-one conferences the week after the first
summative assessment, allowing them to deliver their feedback in person. In short, thinking of the different ways
that a teacher’s delivery of feedback can help to develop teacher-student rapport is paramount, particularly early in
the semester.
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5. Give as much public feedback as possible.
Not all feedback is going to happen simply between teacher and student, or between two students. It’s important to
showcase what a community of feedback looks like by delivering as much low-stakes public feedback as possible. In
some cases, this happens organically as a part of a class discussion (either online or in person). Make a point to be
present in the discussion, offering organic feedback in the form of questions that can push the conversation and
students’ thinking to the next level, but always take care not to make yourself the protagonist of the discussion.
Keep this space as student-focused as possible.
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Another more structured approach to public feedback comes when the teacher synthesizes common problems she is
seeing in the class’ work and points out some individuals’ excellent work to the group. In other words, deliver the
criticism and the recipe for improvement to the group, and publicly praise certain individuals’ work.
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6. Talk about the feedback process openly.
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GOA Medical Problem Solving students will read Grant Wiggins’ “7 Keys to Effective Feedback”, and will have a
follow-up videoconference discussion on the topic with a particular emphasis on the difference between advice and
feedback. This is part of a broader focus on the creation of a strong community of learners and a network of
students who support one another and answer one another’s questions. The plan is to be very concrete with
students about what makes for great feedback and to raise the bar for student-to-student feedback across the
seven sections of this course. Stay tuned: the MPS teaching team has agreed to write a follow-up post on this work
and the effects that they see on peer feedback later in the course.
Many thanks to the following GOA teachers, whose ideas contributed to this post or from whose classes I pulled
some of the examples above: Brandi Goodman (Lake Highland Preparatory School), Jessica Gould (American School
in Japan), Jamie Spragins (Gilman School), Becky Green (Singapore American School), Kathleen Ralf (Frankfurt
International School), Andrew Bendl (West Point Grey Academy), Leilani Ahina (Punahou School), David Lowen
(Greenhill School), Jim Bologna (Windward School), Beth Crissy (American School in Japan), Darcy Iams (Punahou
School), Laura Reysz (Park Tudor School), Fred Higgins (Cranbrook Schools), Matt Westman (King’s Academy),
Frank Tempone (Latin School of Chicago).
Global Online Academy (GOA) reimagines learning to empower students and teachers to thrive in a globally
networked society. Professional learning opportunities are open to any educator. To sign up or to learn more, see
our Professional Learning Opportunities for Educators or email hello@GlobalOnlineAcademy.org with the subject
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