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Feedback and Techniques Cheat Sheet (DRAFT) by

This is a draft cheat sheet. It is a work in progress and is not finished yet.


Feedback is giving inform­ation to someone about their learning and/or showing them that you have understood (or not) what they have said.
Oral: "Well done. That was very good. It was much better than last time. Your really thought about the presen­tat­ion." The purpose here is encour­aging the learner and telling her she did well (prais­ing). Written: "what an amazing story! You've used adjectives very well this time, but there were a few problems with past tenses. Have a look at the irregular verb list at the back of the textbo­ok". The purpose here is giving a personal response to the piece ow work in order to encourage the learner. Identi­fying a positive aspect of the work (adjec­tives) and also giving exact inform­ation about one problem area and about where the learner could find useful reference material.


When giving feedback it is important to tell students possitive comments to describe what is well done but also you need to give negative descri­ptions of the work with positive sugges­tions for improv­ement. Use vocabulary and concepts the students will unders­tand. Make feedback specific enough so that students know what to do but not so specific that it is done for them.
Also choose words that commun­icate respect for the student and the work, choose words that position the student as the agent and choose words that cause to think or wonder.


The Ask-Te­ll-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improv­ement as well as provides preceptors with the opport­unity to share positive and constr­uctive feedback to students. Firts ask "what went well?" tell "This is what I think went well..." then ask " what could be improved? and tell "This is what I think could be improv­ed..."
Is so named because the pieces of bread represent positive feedba­ck/­com­pli­ments while the meat of the sandwich 8or innards if you're vegeta­rian) represents constr­uctive criticism. This method of sandwi­ching the constr­uctive criticism between two compli­ments is an effective way to help improv­e/c­orrect behavior.
1) Slice of bread 1: Star off with positive feedback (authentic praise of something they did recently)
Example: "By the way, Arely, I have to hand it to you on that deal you closed yester­day... that goes a long way towards helping us reach our goal."
2) The "Meat of the Matter­": Provide your constr­uctive criticism
Be brief (yet clear and thorough) in your delivery of the meat of the matter- the criticism you want to share. Ideally you are giving them constr­uctive criticism on just one thing. “Jon, you’re so good at what you do that it’s hard to ever find sugges­tions on how you can improve. That said, I know you really want that promotion to Director of Sales. One skill you’re going to need in that position is analytics, and your weekly reports are currently pretty light on analytics. For you to earn that Director of Marketing spot, I recommend that you gain some mastery over analyt­ics.”
3) The 2nd Slice of Bread: End on a positive note
Ideas on how to end with positive include: You can simply reiterate the initial positive feedba­ck/­com­pliment you had given them, you can speak in general terms about how much progress they are making and you can compliment them on their recept­iveness to receiving constr­uctive criticism.
Conneting concepts together from past to future focusing on: Past positive behavi­our­/pe­rfo­rmance. Present observed behavi­our­/pe­rfo­rmance. Future behavi­our­/pe­rfo­rmance expected.