What is important when giving feedback?

Hattie's feedback principles are based on the idea that feedback should be specific, timely, and focused on the task rather than the learner. In a middle school science class, these principles can be used to give effective peer feedback that helps students improve their understanding and performance.

For example, let's say that two students are working on a science project about the life cycle of a butterfly. One student has created a poster that includes all the necessary information, but the design and layout are cluttered and confusing. The other student gives feedback using Hattie's principles.

First, the feedback is specific. Instead of saying, "Your poster is messy," the feedback could be, "The information on your poster is hard to follow because the text and images are too close together."

Second, the feedback is timely. The student gives the feedback while the project is still in progress, rather than waiting until after it has been turned in. This allows the other student to make changes and improve the poster before it is graded.

Finally, the feedback is focused on the task. The student doesn't criticize the other student's artistic abilities or intelligence. Instead, the feedback is centered on how the design of the poster can be improved to better communicate the information about the butterfly's life cycle.

By following Hattie's feedback principles, middle school students can give and receive feedback that is constructive, helpful, and focused on the task at hand. This type of feedback can lead to better learning outcomes and a more positive classroom environment.

Turn these sentences into helpful feedback according to the principles you just learned