How to Give Feedback That Actually Works

Feedback is the engine of growth - offering clarity, challenge, and direction. Recently, on Unpacking the Backpack, I shared some thoughts on the topic after revisiting blog posts I wrote in 2018 and 2019.  Listen on Spotify or wherever you access your favorite podcasts. Below are some expanded thoughts on the topic, including additional research.

We’ve all been there: the feedback sandwich that feels more like a criticism wrapped in two stale pieces of praise, or the vague "good job" that leaves you wondering what you actually did well. Facilitating feedback that is heard and acted upon is a critical competency in any professional setting. Fortunately, a wealth of research has illuminated the key ingredients for turning feedback from a dreaded formality into a powerful tool for growth and development.

Effective feedback is about closing the gap between a person's current performance and a desired goal. It’s a process of providing information that helps individuals understand where they are, where they need to be, and how they can get there.

Be Specific and Behavioral

One of the most consistent feedback research findings is the importance of specificity. Vague comments are difficult to act on. Instead of saying, as a teacher, “Your essay needs to be more organized,” try saying, “I noticed that your main points are all in a single paragraph. Try dedicating a separate paragraph to each key idea and use transition sentences to guide the reader from one point to the next.” Now let’s look at an administrator example.  Instead of saying something vague like, "You need to improve student engagement," a principal could provide specific, actionable feedback by saying: "During my observation of your history lesson, I noticed that you shared fantastic information, but some students in the back seemed to lose focus during the lecture portion. To help keep everyone actively involved, you could try incorporating a 'turn-and-talk' after introducing a key event. This would give students a moment to process the information and discuss it with a peer before you continue." This focuses on a specific, observable behavior and provides a clear path for improvement. As research by Goodman and Wood (2004) suggests, highly specific feedback can significantly enhance immediate performance.

Focus on the Task, Not the Person

Feedback is most effective when it hones in on the task or the process, rather than making judgments about the individual's personality. When feedback is perceived as a personal attack, defensiveness is a natural reaction, and the intended message is often lost. A seminal meta-analysis by Kluger and DeNisi (1996) found that feedback directed at the self can even have a negative impact on performance. The key is to address the "what" and "how" of the work, not the "who."

Make It a Two-Way Conversation

Effective feedback isn't a monologue; it's a dialogue. Create an environment where the recipient feels comfortable asking questions, sharing their perspectives, and disagreeing. This approach develops a sense of ownership and collaboration. Research on "feedback literacy" by Carless and Boud (2018) emphasizes the importance of the recipient's ability to not only receive but also process and use feedback, a skill that is best developed through interactive and supportive conversations.

Timeliness is Key

The impact of feedback diminishes with time. For it to be most effective, it should be delivered as close to the event as possible. This allows the recipient to recall the situation clearly and apply the feedback promptly. While immediate feedback is often ideal, the most crucial element is that it is regular and ongoing, rather than a once-a-year event.

Balance is Important, But Honesty is Crucial

While the "feedback sandwich" (praise, criticism, praise) is a popular technique, it can sometimes dilute the core message. It's more important to be honest and clear. That doesn't mean being harsh. According to Shute (2008), effective formative feedback is supportive and non-evaluative. When delivering constructive criticism, ensure it is framed in a forward-looking and developmental way.

In their influential work, Hattie and Timperley (2007) conceptualize effective feedback as answering three key questions for the learner: Where am I going? How am I going? and Where to next? By keeping these principles in mind, you can transform your feedback from a source of anxiety into a catalyst for genuine improvement and professional growth.

Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.

Goodman, J. S., & Wood, R. E. (2004). Feedback specificity, exploration, and learning. Journal of Applied Psychology, 89(2), 248–262.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.

Preparando a los estudiantes para su futuro, no para nuestro pasado

Mientras que COVID-19 representó la fuerza más disruptiva que jamás haya tenido un impacto en el campo de la educación, los educadores hicieron lo que siempre hacen: hacer todo lo posible por los niños y por los demás.  Constantemente hacían limonada con un suministro interminable de limones.  Antes, los desafíos eran vistos como obstáculos. Ahora se ven como oportunidades para innovar. Ahora los educadores se enfrentan a otra fuerza disruptiva: la inteligencia artificial (IA). Una vez más, estarán a la altura de las circunstancias.

Una edad de oro de transformación está sobre nosotros, y el momento de actuar es ahora.  Al aprovechar las lecciones aprendidas durante la pandemia, así como de los disruptores recientes como Amazon, Netflix, Uber y Airbnb, los educadores pueden planificar y trabajar para preparar el aprendizaje para el futuro de todos los niños. Para ello, se necesitan la mentalidad y las estrategias adecuadas para crear culturas en el aula en las que los alumnos puedan sustituir las ideas convencionales por soluciones innovadoras y auténticas.  Esta es la esencia de la preparación para ahora, donde la IA está dominando el panorama y lo desconocido, algo que se entreteje a lo largo de Pensamiento Disruptivo en Nuestras Aulas. Como he dicho durante años y enfatizado en el libro: "No prepares a los alumnos para algo. ¡Prepáralos para cualquier cosa!"

Independientemente de las fuerzas a las que se enfrente, los educadores desempeñan un papel fundamental en la preparación de los estudiantes para el éxito ahora y en el futuro.  En este libro, mi esperanza era presentar un caso convincente de que la mejor manera de hacer esto es crear una cultura de pensamiento disruptivo en el aula y más allá.  Cuando se trata de cambio, siempre hay un enfoque dominante en el por qué. Llegados a este punto, creo que todos los profesores y administradores tienen algún contexto en cuanto a la necesidad de replantear la práctica. Muchas personas se obsesionan con cómo implementar de manera efectiva estrategias innovadoras que conduzcan a nuevos y mejores resultados alineados con la investigación y basados en evidencia real. Aquí radica la fuerza impulsora que me impulsó a escribir el libro.

Resumen

La premisa es simple pero poderosa.  Es hora de preparar el aprendizaje para el futuro para TODOS los niños. Dividido en cuatro partes, este libro combina historias, información de miles de visitas escolares, estrategias prácticas, investigaciones, lecciones de la pandemia y ejemplos de las aulas para ayudar a los educadores a transformar su práctica. Las partes son:

• Repensando lo "normal"
• Repensando el aprendizaje
• Repensando al alumno
• Repensando nuestra mentalidad

Cada capítulo termina con un "desafío disruptivo" diseñado para hacer precisamente eso: desafiar a los educadores a interrumpir de alguna manera su pensamiento o prácticas profesionales actuales. Estoy muy entusiasmado con estos y creo que los lectores encontrarán un gran valor en ellos, ya que los alentarán a aplicar activamente los conceptos y compartir los resultados en las redes sociales utilizando #DistruptiveThink.

Los lectores se desarrollarán y entenderán que...

El cambio disruptivo es la nueva normalidad. Como tal, nuestra mentalidad y práctica deben evolucionar hacia un aprendizaje preparado para el futuro de manera que ayude a los estudiantes a desarrollar competencias significativas fundamentales para el éxito en un mundo impredecible.

La comodidad es enemiga del crecimiento. Debemos evaluar críticamente si la forma en que siempre se han hecho las cosas en el aula prepara a los alumnos para el éxito ahora y en el futuro. La mejora en todo lo que hacemos es un viaje sin fin.

El aprendizaje es un proceso, no un evento. Requiere que los educadores desarrollen y utilicen prácticas de instrucción y técnicas pedagógicas que satisfagan las necesidades únicas de todos los estudiantes.

Las prácticas periféricas juegan un papel clave en el desarrollo del pensamiento disruptivo. Algunas tienen un valor creciente, mientras que otras no. Depende de los educadores encontrar la combinación adecuada de estas estrategias para empoderar a los alumnos.

Repleto de ideas listas para usar y recursos integrados, incluyendo las últimas herramientas digitales, plantillas y artefactos de aulas reales, los lectores aprenderán....

• Por qué un cambio de mentalidad es esencial para preparar a los alumnos para un mundo impredecible
• Cómo implementar estrategias de investigaciones basadas en evidencia que se centren en el desarrollo de competencias fundamentales
• Cómo garantizar la equidad a través de la personalización
• En qué reflexionar para mejorar y construir relaciones poderosas

Recursos complementarios

Con el tiempo las cosas cambian. Saber esto me obligó a reflexionar sobre cómo crear un recurso relevante que evolucionara con el tiempo. He estado blogueando desde que se publicó el libro para alinear el contenido, las ideas y las estrategias actualizadas de cada capítulo para cumplir con este objetivo. También he desarrollado nuevas gráficas para apoyar a los educadores mientras trabajan para ayudar a sus alumnos a convertirse en pensadores disruptivos.  Para ello,  se materializó un tablero de Pinterest que se actualiza periódicamente. A medida que aprendo y reflexiono a través de mi trabajo en las escuelas, mi objetivo es mantener este vínculo fresco con contenido innovador.

Presentación o Taller

Aquí hay una descripción para una presentación o taller (día completo o medio día) sobre los conceptos y estrategias en el libro:

El mundo ha cambiado y sigue cambiando de maneras que son difíciles de predecir, especialmente cuando se trata de inteligencia artificial (IA). Independientemente de las fuerzas a las que se enfrenten, los educadores desempeñan un papel fundamental en la preparación de los estudiantes para el éxito ahora y en el futuro. ¡La mejor manera de hacer esto es crear una cultura de pensamiento disruptivo en nuestras aulas y escuelas que prepare el aprendizaje para el futuro de TODOS los niños! Prepárese para un viaje en montaña rusa que teje historias, ideas prácticas y conocimientos de miles de aulas para crear experiencias de aprendizaje significativas que resistirán la prueba del tiempo. Es hora de desafiar el status quo con respecto a la enseñanza y el aprendizaje en nuestras aulas. Nuestros alumnos, y su futuro en un mundo nuevo y audaz, dependen de nosotros.

Guía de estudio

Puede encontrar una guía de estudio completa AQUÍ.  Si está buscando crecer individual o colectivamente como parte de un estudio de libro, asegúrese de tener este recurso a mano. También hay disponibles impresionantes descuentos por volumen. Para obtener más información, envíe un correo electrónico a info@connecteddpublishing.com.

La disrupción representa un llamado continuo a la acción, ya que las fuerzas que cambian radicalmente la sociedad siempre estarán en juego. Tenemos el antídoto definitivo: emplear una mentalidad y estrategias que equipen a los alumnos con las competencias necesarias y la capacidad de estar siempre preparados. La solución es el pensamiento disruptivo.

¿Busca aprendizaje profesional cuando se trata de prácticas exitosas en un mundo disruptivo? ¿Quiere aprovechar al máximo la inteligencia artificial (IA) en todo su potencial?  Póngase en contacto con nosotros hoy mismo para programar un Zoom GRATUITO para saber cómo Aspire Change EDU puede apoyar a su escuela, distrito u organización con un enfoque en la pedagogía sólida, las prácticas basadas en la evidencia y el crecimiento profesional: AspireChangeEDU@gmail.com 

The Phrases That Keep Us Stuck and What to Do About Them

Words can be quite polarizing and morph into reasons why change is not necessary.  Recently, on Unpacking the Backpack, I shared some thoughts on how TTWWADI (That's the way we have always done it) can be a culture killer after revisiting a blog post I wrote in 2018. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

We often think the greatest obstacles in education are external—limited resources, shifting policies, or ever-changing standards. But sometimes, the most insidious barriers come from within. They hide in plain sight, embedded in our everyday language and mindsets. Harmless at first glance, these phrases quietly sabotage progress, limit potential, and preserve the status quo. If we want to transform education in meaningful ways, we must start by confronting the words that hold us back.

These phrases are more than just words—they're warning signs of fixed mindsets, low expectations, and a resistance to change. Left unchecked, they become part of the culture, quietly influencing decisions, limiting innovation, and undermining student success. To create schools that are responsive, equitable, and future-ready, we must identify and challenge the language that sustains outdated practices. Below are six of the most dangerous phrases heard in schools—and why they must be replaced with a mindset of growth, possibility, and purpose.

1. "That's the way we've always done it."

Why it's dangerous: This mindset resists change, stifles innovation, and prioritizes tradition over effectiveness. It discourages educators from examining whether practices are meeting current student needs or aligning with modern research.

2. "These kids can't..."

Why it's dangerous: This phrase reflects deficit thinking and lowers expectations. It places limits on student potential based on assumptions about background, behavior, or ability—often reinforcing systemic inequities. 

3. "We tried that already."

Why it's dangerous: Often used to dismiss ideas without evaluating whether they were implemented effectively or supported over time. Innovation requires iteration, adaptation, and reflection—not one-time trials.

4. "It’s not my job."

Why it's dangerous: This mindset erodes collective responsibility. In successful schools, everyone plays a role in student success—whether it's academic support, behavior management, or cultural responsiveness.

5. "They’re just not motivated."

Why it's dangerous: It shifts the blame to students instead of examining how learning experiences might lack relevance, challenge, or support. It ignores the educator's role in creating engaging and meaningful learning environments.

6. "That won't work with our kids."

Why it's dangerous: This phrase shuts down evidence-based practices by presuming local exceptionalism. It dismisses research and replicable strategies without trying to adapt them to fit the context.

Overcoming these limiting phrases begins with cultivating a growth mindset among educators and leaders. Dweck (2006) emphasizes that when educators believe all students can grow with effort and support, they are more likely to implement equitable and innovative practices. This shift requires professional learning environments where reflective dialogue, data-enhanced decision-making, and collective efficacy are prioritized. As Hattie (2012) found, collective teacher efficacy—when educators believe in their shared ability to positively affect students—has one of the highest effect sizes on student achievement. Eliminating phrases that reflect doubt, blame, or resignation helps create a culture where high expectations and continuous improvement are the norm.

Intentional leadership also plays a crucial role in disrupting these harmful narratives. Leithwood, Harris, and Hopkins (2020) argue that transformational leadership—marked by vision-setting, fostering collaboration, and challenging the status quo—is key to school improvement. Leaders who model curiosity, openness to feedback, and a willingness to challenge traditional norms help create conditions where innovation thrives. By replacing passive or defeatist language with solution-oriented thinking, schools become learning organizations where students and staff alike are empowered to take risks, grow, and succeed.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22.

Why True Success Demands Discomfort

The secret to unlocking genuine achievement lies not in avoiding challenges, but in embracing their inherent discomfort. Recently, on Unpacking the Backpack, I shared some compelling reasons, backed by research, to move beyond our comfort zones and embrace failing forward after revisiting a blog post I wrote in 2019. Listen on Spotify or wherever you access your favorite podcasts. You can also read the original blog post HERE. Below are some expanded thoughts on the topic, including additional research.

We’re often sold a vision of success as a smooth, upward trajectory – a highlight reel of achievements and accolades. But the reality for most is far bumpier, more challenging, and frankly, more uncomfortable. The truth is the path to significant, meaningful success is rarely paved with ease. It’s in navigating the discomfort – the fear, the uncertainty, the stretching of our abilities – that true growth and lasting achievement are forged.

Think about it: stepping outside your comfort zone is, by definition, uncomfortable. Yet, this is precisely where learning and growth thrive. Whether it's the knot in your stomach before a crucial presentation, the frustration of grappling with a new skill, or the vulnerability of implementing an innovative idea, these moments of unease are not roadblocks, but rather signposts indicating you’re pushing boundaries.

One of the first uncomfortable truths we often encounter is the fear of failure. This isn't just a fleeting worry; it can be a significant psychological barrier. Research by Conroy, Willow, and Metzler (2002) identified various dimensions of this fear, including fears of experiencing shame and embarrassment and devaluing one's self-esteem. The anxiety associated with potential failure can be paralyzing, tempting us to stick to the familiar and avoid challenges. However, success often lies on the other side of confronting these fears, learning from setbacks, and developing resilience. Each time we push through this fear, even in small ways, we build our capacity to handle greater challenges.

This ties directly into the concept of a growth mindset, a term Dr. Carol S. Dweck popularized. Individuals with a growth mindset believe their abilities can be developed through dedication and hard work. This inherently involves embracing challenges and persisting in the face of setbacks – activities that are often uncomfortable. A seminal study by Blackwell, Trzesniewski, and Dweck (2007) demonstrated that students holding a growth mindset showed an upward trajectory in grades over two years of junior high school, precisely because they were more likely to embrace challenging coursework and persist despite difficulties. The discomfort of tackling hard problems was a catalyst for their academic success.

Another layer of discomfort arises from honestly appraising our own competence, or lack thereof. The Dunning-Kruger effect, a cognitive bias described by Kruger and Dunning (1999), highlights how individuals with low ability at a task often overestimate their ability. The uncomfortable journey here involves moving from blissful ignorance to a more accurate, and perhaps humbling, self-assessment. Recognizing our incompetence is a crucial, albeit uncomfortable, first step towards genuine skill development. Only when we acknowledge what we don’t know can we truly begin to learn and improve.

Even when success begins to materialize, discomfort can persist in the form of impostor syndrome. First identified by Clance and Imes (1978), this psychological pattern involves a persistent internalized fear of being exposed as a "fraud," despite external evidence of competence and achievement. High achievers, paradoxically, are often plagued by these feelings of inadequacy. The discomfort of feeling like an impostor, worrying that one's successes are due to luck rather than ability, can be profound. Overcoming this requires an uncomfortable level of self-reflection, acceptance of one's accomplishments, and a willingness to internalize success.

The journey to success is not about avoiding discomfort, but about learning to navigate it, grow from it, and even seek it out as a sign of progress. It’s about understanding that the butterflies in your stomach, the sweat on your palms, and the nagging voice of doubt are often indicators that you’re on the right track – the uncomfortable, but ultimately rewarding, path to achieving your potential.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.

Conroy, D. E., Willow, J. P., & Metzler, J. N. (2002). Multidimensional fear of failure measurement: The Performance Failure Appraisal Inventory. Journal of Applied Sport Psychology, 14(2), 76-90.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.