Student Feedback: Returning the Signal Within a Dynamic Learning System | Jeannette Lee-Parikh | 6 Min Read

January 18, 2022

In the field of education, we think too narrowly about feedback. We think it is the comments we leave on student work. We ensure that the comments aren’t only negative but also positive. We try to be as specific as possible. 

Because we are focused on the individual trees, we miss the view from 33,000 feet. We need to ask ourselves: what are the larger learning objectives? What are the scaffoldings (structures/systems) that will foster the desired results? As a teacher, I want my students to be curious, joyful, creative, and collaborative learners. To pivot students away from a focus on grades and towards becoming this type of learner, I suggest we expand our thinking on feedback so both students and teachers are able to move seamlessly among the learning objectives for the class, the specific goals of the assignment, and how the student is developing as a learner. 

To help foster this shift, I propose we turn to the OED’s (Oxford English Dictionary) two definitions for feedback, noun: 1) “The return of a fraction of the output signal from one stage of a circuit, amplifier, etc., to the input of the same or…

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Jeannette Parikh

Jeannette M E Lee Parikh, Ph.D., is the assistant editor for Intrepid Ed News as well as the chair of the English department and head of community reading at The Cambridge School of Weston (CSW). Before CSW, where she has been since the fall of 2010, she taught at the college level for six years. She is an ISTE Certified Teacher and OER advocate. She is an experienced practitioner of integrating department-wide academic technology that serves pedagogical and curriculum goals. Her teaching philosophy exists at the intersection of the science of learning and cultivating creative thinking, joy, curiosity, playfulness, and self-awareness in all learners. She has presented at conferences on the importance of deep reading, critical listening, authentic discussion, and strategic writing in the 21st-century classroom.