Triple A Feedback

Learning Outcomes: I can give and receive feedback on instruction to enhance instructional practice so that we can move the needle forward on student learning.

Much has been written about the collaborative nature of teaching and learning. How can teachers inspire students to focus on learning rather than grades? How do they work together toward common goals? What about us as educators? Is there a corollary to the collaborative nature of relationships and goals among teachers, leaders, and schools?

In that context, what’s your definition of feedback? Some talk about it as the Three P’s (Positive, on Point, Personal), or the Four C’s (Context, Content, Consequence, and Change). Others wordify the acronym with RISE (Reflect, Inquire, Suggest, and Elevate) or FACTS (Fair, Actionable, Consistent, Timely, and Specific).

The letters AAA may bring to mind an auto club, minor league baseball, or the batteries for your remote. But rather than roadside assistance, a step toward the big leagues, or the solution to frustrations with the tv clicker, we’ll apply them to giving and receiving feedback. Let’s explore with an eye toward feedback that is Accurate, Actionable, and Appreciated.

Professor Al Bitter serves as Assistant Professor of Education and Director of Certification/Licensure at Wisconsin Lutheran College. He works with pre-service teachers from entry-level courses through student teaching. Related service includes a term on the Department of Public Instruction’s Professional Standards Council and work with the Commission on Lutheran Schools Ministerial Growth and Evaluation Process. When not giving or receiving feedback, favorite activities include travel, grandchildren, and “Storming the Bastille” each summer in Milwaukee.