Focussing on processes means giving learners feedback about how they think and the things they do when creating work.

Processes are inherent to learners; the products they produce are external to them.

This means sending a message that the things that are internal to the learner are open to change.

In contrast, if we only refer to the products learners create, then we may find ourselves inadvertently focussing their attention on things that are final, fixed, and no longer a part of them.

To illustrate this point, consider the differences between these two pieces of feedback:

• This is a great essay, Mark. My attention was held throughout. By the time I reached the conclusion I felt that I had a much better understanding of the issues – even though I didn’t necessarily agree with the perspective on which you settled. Well done.

• This is a great essay, Mark. I can see that you spent time thinking about how to sequence your argument. That helped to maintain the reader’s interest – it certainly kept my attention throughout. In addition, the clarity of your writing suggests you spent a reasonable amount of time analysing the ideas before beginning to write. This makes life easier for the reader and conveys a sense of authority. Finally, there is your conclusion. I wonder, what made you settle on this interpretation? Let’s discuss it next lesson – I’m interested to hear your reasoning.

Example 1 looks like good formative feedback at first glance.

And, in general terms, it is.

But note how the second piece references the processes that underpinned Mark’s creation of the essay.

In the first two cases, the feedback draws Mark’s attention to the choices he has made and the effort he has targeted, praising this by linking it to successful outcomes.

In the third case, the process is again made central.

Only, this time, some ambiguity is introduced.

The teacher wants to know more – they want to think in greater detail with Mark about why he settled on his interpretation.

This has the effect of making Mark appreciate that, while the essay is good, it could still be improved. There is still room to develop, to change, and to try again.

Ultimately, this is where a focus on processes takes us.

A realisation that continued improvement is possible, and, often, desirable.

It doesn’t mean we eschew final acknowledgement of merit – Example 2 begins by praising what Mark has produced.

But it does mean we contextualise praise of products by referring to the processes that give rise to them.

Used regularly, feedback of this type helps learners to appreciate their own agency and the central role they can play in changing what they are capable of – whether in terms of knowledge, understanding, skills, or a combination.

Feedback on Trial and Error

Trial and error is something we want to promote in our classrooms.

It is an important way in which we learn. It is also a strategy with wide application.

We can call on it in almost any circumstance to help us overcome obstacles. 

Every trial in which we engage elicits information.

We use this information in subsequent trials to alter what we do.

Eventually, in most cases, we reach a satisfactory conclusion.

Very often, this is a result of cumulative gains achieved over a series of trials.

As we know, learners operating under a growth mindset are more likely to see trial and error in a positive light.

This is because they do not fear mistakes, instead acknowledging the role they play in the learning process.

The logic is simple.

If you believe intelligence, talent and ability are open to change, then it makes sense to see trial and error as a tool through which to make change happen.

On the other hand, learners operating under a fixed mindset may seek to avoid trial and error.

For them, it may represent a threat.

That threat is formed from the belief that getting something wrong is a mark of a deficit concerning the individual who has erred.

This flows from the underlying belief that talent, ability, and intelligence are fixed.

If you get something wrong, it shows you up.

Therefore, you avoid situations (like using trial and error) where there is a risk of being wrong.

One of the ways we can promote the growth mindset perspective on trial and error is by giving feedback on the process.

This serves three ends.

First, it draws learners’ attention to it.

It highlights that trial and error is something in which we, the teacher, have an interest.

This reinforces the idea that we want to see trial and error being used in the classroom, at the same time as it denies the idea that we will be disappointed should learners make errors as they attempt to complete their work.

Second, it signifies the importance of trial and error.

After all, if trial and error wasn’t important, why would we bother giving learners feedback about it?

Third, it gives us an opportunity to help learners think about and improve the quality of their trial and error.

The feedback we provide directs learners’ attention, at the same time as it gives them information they can use to make changes in the future.

This raises the profile of trial and error in the learner’s mind. It also helps them to refine their use of it.

Here are five examples of where and when you might give this type of feedback:

• By marking and commenting on learners’ workings as well as their end product.
• By giving verbal feedback during activities while learners are trying things out.
• By praising learners’ use of scrap paper, rough books, and mini whiteboards to test ideas before putting them into practice.
• By drawing out distinctions between learners’ first and second attempts (or second and third attempts).
• By making it clear that you want to see mistakes, crossing outs, and errors because these are part of learners’ thinking – and that is what you want to give feedback on.

Feedback on Mistakes

As with trial and error, so too mistakes.

Giving learners feedback on mistakes means you raise the status of these at the same time as you diminish the costs learners perceive as being attached to them.

Imagine two classrooms.

In the first, the teacher ignores mistakes or, worse still, gives a negative response when learners make them.

In the second classroom, the teacher pays attention to mistakes, shows interest in them, uses them as teaching points, and gives feedback on them.

I’d argue the second classroom is to be preferred.

What about you?

Here are five ways you can give feedback on mistakes:

Strategy 1 – Highlighting

When marking learner work, highlight one or two important mistakes or misconceptions.

Give feedback on these, drawing learners’ attention to why they made these, what information they give rise to, and how to avoid repeating the mistakes in the future.

Strategy 2 – Mistake Discussion

If a learner makes a mistake or airs a misconception during an activity, use this as a chance to start a discussion.

Highlight why making mistakes is often a good thing and thank the learner for presenting you with a teaching opportunity.

Strategy 3 – Common Mistakes

Share common mistakes or misconceptions with your class.

For each one, explain the kind of feedback you would give to help a learner change their thinking.

As you do this, walk learners through the process of analysing and learning from mistakes.

Remember, the process of giving feedback on mistakes is as much about diminishing learner fear of making them as it is about giving learners access to useful information.

Strategy 4 – Examining Common Mistakes

Develop the previous point by asking learners to examine common mistakes or misconceptions and to discuss what feedback they would give to a learner who made them.

For example, at the end of a topic you might collect the most important mistakes and misconceptions made during the unit, display these on the board, and then invite learners to work in pairs to produce exemplar feedback that could be given in response to each one.

Strategy 5 – Deliberate Teacher Mistakes

Turn the whole process on its head by deliberately making mistakes yourself and inviting learners to correct you.

Stress the fact that we all make mistakes and that this is part of learning at any age.

You might also like to ask learners questions that help them to think about how they analysed your mistakes.

This brings an additional, metacognitive, element into the equation.