About this presentation

Facilitator instructions

This slide deck contains 3 parts that require some preplanning.

Part A – Strategy overview, approach and impact – opportunity to collect data that could be used
in Part C. The presenter will need to facilitate this. Part A includes an activity relating to technique
guides that can be found on the sharing learning intentions webpage.

Part B – Implementing the strategies through techniques – the group activity requires pre-
planning.

Part C – Evaluating a whole-school approach – opportunity to link to the School Excellence Plan.

Leaders should engage with Part C before implementing the professional learning with
staff.

Slides are repeated across strategy modules so they can be implemented with the same structure. 1
NSW Department of
Education

Effective feedback
Strategy learning module
Acknowledgement of
Country

We recognise the Ongoing Custodians of the lands and

waterways where we work and live. We pay respect to
Elders past and present as ongoing teachers of
knowledge, songlines and stories. We strive to ensure
every Aboriginal and Torres Strait Islander learner in
NSW achieves their potential through education.

‘Reflections’ created by Zara Marulanda from Blaxland High School as

part of the 2021 Schools Reconciliation Challenge.

3
NSW Department of Education

Introduction
Enabling factors
Know students and how they
High expectations
learn

Teachers understand how learning Students benefit from teachers

happens, and this informs their holding high expectations for their
practice. learning.

Know the content and how to Safe, inclusive learning

teach it environments

Teachers know how the knowledge Explicit teaching both relies on, and
builds and connects to create learning brings about, a safe and inclusive
that is strategic, sequenced and learning environment.
cumulative. 5
Learning modules and technique guides

6
The importance of all moving together

• Saves learning time1

• Frees up students’ working memory2

• Certain and consistent expectations for students3

• Students learn the routine more quickly when it is done in

the same way across the school4

• Fosters a strong sense of belonging5

7
Effective feedback professional
learning
Measure baseline student data and set a
goal

Analyse data to Use the whole school

determine further cycles teaching approach and
plan for instruction

Implement the teaching Rehearse and give

routine in the classroom feedback to each other
and measure impact

8
Initial reflection point

Teacher observation 0 1 2 3 4

When provided Not yet Student/s Some Most student All students
with feedback, observable acknowledge students s can apply can apply it
can students apply it to s feedback apply feedback accurately
the learning accurately but does not feedback accurately and
and effectively? yet apply. accurately and effectively.
and effectively.
effectively.

9
Planning and rehearsing (1)

Rehears Feedbac
Plan
e k

Evidence for Learning (2022) Effective Professional Development, Sydney: Evidence for Learning. 10
Rehearsal (1)

11
NSW Department of Education

Overview of this module

Part A – Understanding the strategy
Part B – Implementing the strategies through techniques
Part C – Evaluating a whole-school approach
NSW Department of Education

Part A
Understanding the strategy
Purpose and outcome (1) (1)

Purpose

To understand the way feedback is modelled, demonstrated and explained during the lesson.

Outcome

We can articulate how modelling, demonstrating and explaining feedback during the lesson
strengthens the development of schema.

14
What is feedback and why it works

As students learn about a topic,

they form a schema.

15
“
Effective feedback is specific, timely, and goal-oriented
information that helps individuals understand their
current performance in relation to a desired outcome,
enabling them to close the gap between where they are
and where they need to be. It focuses on actionable
insights to support learning and improvement while
fostering motivation and self-regulation.

Hattie and Timperley (2007)

16
Key ideas of effective feedback through an
explicit teaching lens
Feedback:

• assists in forming correct schema during learning.

• provides the right amount of scaffolding depending on the development of a student’s schema

• is modelled – teach students to recognise, understand and use all types feedback.

• links to success criteria.

• is timely

• requires a safe and inclusive learning environment

17
Focusing an explicit teaching lens on feedback

• Feedback as learning is happening to develop

schema

• Modelling, demonstrating and explaining feedback as

the learning is happening

18
Less developed and more developed
schema
Less developed schema Stronger schema

More scaffolded feedback Less scaffolded feedback

19
Same task, same error, different feedback

Less developed schema Stronger schema

More scaffolded feedback Less scaffolded feedback

"You have not used a "A complete sentence

"Is that a complete
verb, so it's not a needs a subject, object
sentence? Check
complete"sentence. and verb. You are
what is incorrect and
Select a verb from missing the verb. Re-
try again"
the verb list and re- write to be a complete
write." sentence.

20
Teacher expertise in feedback

Teachers have the expert knowledge to provide

reliable feedback as learning is happening.

21
Feedback as learning is taking place

The AITSL Addendum: Accreditation of initial teacher education programs in Australia content 2.3.5 is:

How to provide feedback as learning is taking place that is specific, honest,

constructive, and clear, and uses explicit teaching strategies to re-teach concepts,
scaffold, or correct misconceptions as necessary (AITSL 2023:8)

AITSL (Australian Institute for Teaching and School Leadership) (2023) Addendum: Accreditation of initial teacher education programs in 22
Australia: standards and procedures, AITSL.
Modelling feedback

Teachers model, explain and demonstrate how to understand, recognise, and use
feedback effectively. This includes:

• structured opportunities for students to understand the feedback

• modelling how to use the feedback

• modelling how to give and receive peer feedback

• modelling how to use learning intentions and success criteria to evaluate learning.

23
Linking feedback to success criteria

When feedback is aligned with success criteria:

• Feedback is specific and directly addresses the

defined criteria, ensuring clarity and relevance.

• Students gain a clear understanding of which

aspects of their work meet expectations and where
improvements are needed.

24
'Timely’ feedback

Timely feedback is about making informed decisions based on the student’s ability relative to the
newness and/or complexity of the task.

Some questions to consider before providing feedback:

• Have I identified parts of the learning within a lesson where corrective feedback might be
necessary?

• If the task contains several steps, which steps will I need to check for understanding and give
feedback on?

• Will the source of feedback I have selected (teacher, peer, self) be appropriate for the students'
schema?

25
Feedback in safe, inclusive learning
environments

Students learn best in safe and inclusive environments

that consider the cultural, social, emotional, behavioural
and physical aspects of learning.

26
The mechanisms of effective feedback (1)

Feedback is
Strong
given to Time for
Students Right type of knowledge
every student students to
recognise it feedback at and skills
as the understand
as feedback right time develop
learning is and apply
over time
happening

27
Activity 1 – technique guide discussion

Read or revise – 10 min Discuss – 10 min

Identify the key points in either the Report back to the group to describe the
teacher feedback or Peer and self connections between the technique
feedback technique guide. guide and the learning in Part A.

28
NSW Department of Education

In the next part of this module, we will work

on implementing the strategies through
techniques. We will have opportunity to plan
and rehearse for using effective feedback.
NSW Department of Education

Part B
Implementing the strategies
through techniques
Part B instructions

Part B contains multiple techniques. To use Part B:

1. It is recommended teachers engage with teacher, peer and self feedback

2. Select a lesson to apply using effective feedback

3. Plan and rehearse with a colleague

4. Get feedback from your colleague

31
Purpose and outcome (2) (2)

Purpose

To understand the ways feedback can be facilitated to develop schema.

Outcome

We can articulate how to model, demonstrate and explain feedback throughout lessons.

32
The mechanisms of effective feedback (2)

Feedback is
Strong
given to Time for
Students Right type of knowledge
every student students to
recognise it feedback at and skills
as the understand
as feedback right time develop
learning is and apply
over time
happening

33
NSW Department of Education

Technique A
Teacher feedback
Teacher provides feedback when learning is
new or complex
Less developed schema Stronger schema

More scaffolded feedback Less scaffolded feedback

35
Circulation – classroom application example

• Systematically moving through the classroom to give

feedback about learning and behaviour.

• Providing feedback related to learning intention and

success criteria during the learning.

• A teaching skill that creates enabling factors of safe and

inclusive learning environments.

AERO (Australian Education Research Organisation) (2023d) Circulation 36

Circulation feedback1)

Plan Trim Verb

Ensure the feedback

Identify the mistakes
Create feedback starts with an
and misconceptions
statements that are imperative verb so
students are likely to
short and precise students know what to
make
do

Lovell O (host) (16 January 2024) ‘Josh Goodrich on instructional coaching’ [podcast], The education research 37
reading room.
Examples of circulation feedback

“Check the example we looked at, fix your use of [……….].” ​

“Read question [four] again, include an example.”​

“Increase your use of [tension] by [removing language].” ​

“Show your reasons for that choice with reference to [….......].” ​

“Replay bar 5, fix your minim so it holds for two counts.”

38
Whole-class feedback example

The teacher:

• identifies a common error many students have made

‘The dog run with the
• shares and/or displays the error and asks students how to
pack and barked
fix it
happily’.
• confirms or re-teaches as needed

• instructs students to identify that same error in their own

work and provides time to correct.

(Christodoulou 2019) 39
Think-alouds to model whole-class feedback

Teacher writes error on board and reads aloud. Then:

‘Now, I am going to re-read what I have written.’

‘Next, I am going to review my sentence checking the punctuation, spelling and grammar’.

‘My punctuation and spelling is okay but when I read the sentence out loud I can tell that
there is a problem with my grammar. I can see that I have mixed tenses. The verb ‘run’
‘needs to be expressed in the past tense. It should say ‘ran’, because verbs in a sentence must
be consistent when the actions happen at the same time.’

‘So I rewrite the full sentence correctly. The dog ran with the pack and barked happily.

40
Turn and talk (1)

Turn to the person next to you and explain how circulation followed by whole
class feedback can facilitate effective feedback for all students in the class.

41
NSW Department of Education

Technique B
Peer feedback
Peer feedback (2)

Peer feedback is the process in which students give and

receive feedback on each other's work based on specific
criteria.

43
Teaching peer feedback once schema is
developed

Less developed schema Stronger schema

More scaffolded feedback Less scaffolded feedback

44
Key considerations

• Scaffolding from the teacher is required if peer feedback is to be effective.

• Students need to believe in their peers’ abilities to provide quality feedback that is useful.

• Clarifying what success looks like with exemplars in relation to the success criteria is
important.

45
How to model and demonstrate peer feedback

1. Set clear expectations and guidelines

2. Model giving feedback

3. Model receiving feedback

4. Model applying feedback

5. Practice

6. Reflect

7. Provide continuous support

46
Peer feedback (3)
Learning intention:

We are learning to present a clear argument to persuade an

audience

Success Criteria:

I can –

• use modal verbs and expressions to strengthen or soften

my arguments. For example, must, should, likely, definitely.

• blend personal opinions with facts or evidence to make my

writing more convincing.

• use rhetorical devices that connect with my target

audience. For example, repetition, rhetorical questions, and
emotive language.
English K-10 Syllabus (2022) - EN3-CWT-01 47
How to model feedback

48
Peer feedback – Sentence stems(1)

How you could do this

What you did well What you could improve (actions based on
feedback)

I really liked how you… You could improve your… If you work on (specific area
You did a great job with… One area to focus on is… mentioned in feedback), you
could…
One strength of your work is… Your work could be even better
if you… To address (specific issue),
It’s clear that you put effort
try…
into… I found (specific part) a little
unclear because… To improve (area for
Your use of (specific
improvement), start by…
skill/technique) was effective I noticed that you didn’t
because… include…. It would help if you added
more detail to…
You explained (concept/idea)
well by… To make (specific aspect)
stronger, your next step is to…
49
Effective peer feedback

Unhelpful feedback Effective feedback

I really liked how you… wrote neatly and I really liked how you… used emotive language
Feedback
spelled mostnot related
words to the success
correctly. Feedback
to highlight related
the hardto the success
waste can causecriteria
to wildlife
criteria using
and thespecific examples from the text
environment.

One area to focus on … make your writing One area to focus on…. is using a wider range
more interesting Feedback
of is specific
modal verbs showing
to strengthen what
your can be
arguments
Feedback vague and unhelpful
improved
and engage the audience more effectively.

You have some good ideas, but overall, it To make (your writing even more persuasive),
Feedback is subjective and offers no Feedback is specific showing actionable
could be better you could… include statistics or facts about
advice for improvement steps
how for improvement
much waste is saved by using these
methods.
50
Turn and talk (2)

Turn to the person next to you and explain how you can use the success
criteria to enhance effective peer feedback.

51
NSW Department of Education

Technique C
Self feedback
Self feedback (1)

Self feedback involves students assessing

their own work by comparing it to specific
criteria.
Teaching self feedback once
schema is developed

Less developed schema Stronger schema

More scaffolded feedback Less scaffolded feedback

54
Key considerations (2)

• Teach, model and scaffold how to self-evaluate with the success criteria.

• Self-feedback occurs throughout the learning process.

• Self-feedback encourages self-regulation and helps students identify next steps.

55
Modelling self-feedback (1)

Question: How do magnets attract or repel each other based on their

polarity?

Learning intention:

We are learning to describe the effects of forces in everyday situations.

Success criteria – I can:

describe how magnets interact with each other

use relevant scientific terms including north pole, south pole, attract, repel.

Science 7-10 Syllabus (2023) - SC4-FOR-01-01 56

Modelling self-feedback (2)

Magnets have two poles. When two magnets go together with opposite poles,
they stick together. But when the same poles are together, they push away
from each other, because
of the invisible force between them.

Learning intention:
I have described how
We are learning to describe the effects of forces in everyday
magnets push away
situations.
and stick together.
Success criteria – I can:
I have used some
describe how magnets interact with each other scientific words but I
use relevant scientific terms including north pole, south pole, haven't used north,
attract, repel. south, attract, repel.

57
Modelling self-feedback (3)

Magnets
Magnetshave
havetwotwopoles.
[Link]
Whentwotwomagnets
magnetsgo gotogether
togetherwith
with
opposite
oppositepoles
poles,(north–south), they attract.
they stick together. But whenBut the
when the poles
same same are
poles
are together
together, (north-north
they push awayorfrom
south-south),
each other, they repel each
because of theother,
invisible
because of the invisible
force between them. force between them.
Self assessment against the
learning intention and success YES NO How can I improve this?
criteria
Have I described how magnets interact
with each other?

Have I used relevant scientific terms?

• Add the terms north pole and south pole to

Have I used the words north pole, south 'opposite pole' and the 'same poles'
pole, attract, repel? • Replace 'stick together' with attract
• Replace 'push away' with repel

58
Releasing responsibility
Science checklist
Have I:
 described how magnets interact with each other
 used relevant scientific terms
 used the words north pole, south pole, attract, repel

Something I need to improve is … because

For example: Something I need to improve is using correct scientific terms because
it adds precision to my written response.

To do this, I need to:

For example: Refer to the anchor chart when planning my response.

After I do this, I will re-check my work with:

59
Turn and talk (3)

Turn to the person next to you and explain how and when you might
embed self-feedback in your teaching and learning programs.

60
In summary

Less developed schema Stronger schema

More scaffolded feedback Less scaffolded feedback

61
NSW Department of Education

Planning, rehearsing and

developing the techniques
A whole school approach

What it is What it isn't

Teachers construct a shared understanding of Our school decides only to give feedback at a
the purpose of feedback in schema certain time - 'Feedback Friday'.
development. In our school feedback is only given at the end
Teachers agree to implement of lessons or the end of the summative
consistent routines around peer and self assessment.
feedback.

Teachers agree to whole class feedback

routine – which may include specific cues.

63
Creating agreed whole-school routines

1. Draft whole-school teaching routines for effective feedback.​

2. Share the revised teaching routines.​

3. Agree on whole-school routines for effective feedback.

64
Planning and rehearsing

Rehears Feedbac
Plan
e k

Evidence for Learning (2022) Effective Professional Development, Sydney: Evidence for Learning. 65
Rehearsal steps and feedback prompts

Use your learning sequence or lesson plan to:

1. Select a technique for effective feedback. Feedback prompts

2. Plan your instructions for the class. • Is the feedback linked to the Learning
3. With a partner, rehearse the teaching for this intention and Success criteria?
technique. • Is the modelling clear and specific?
4. Use the feedback and modelling from your partner to
• Are there actionable steps for students
improve your approach.
to improve?
5. Swap with your partner for their rehearsal.

66
NSW Department of Education

In the next part of this module, we will work on

evaluating our approach to implementing the
strategies through techniques.
NSW Department of Education

Part C
Evaluating a whole-school approach
Purpose and outcome

Purpose

To apply effective professional development structures, reflect on and evaluate our

implementation of an explicit teaching technique.

Outcome

Refine the whole-school practices of effective feedback and plan for future success and
activities.

69
NSW Department of Education

A whole-school approach
Initial reflection point (2)

Teacher
0 1 2 3 4
observation
When provided Not yet Student/s Some Most student All students
with feedback, observable acknowledge students s can apply can apply it
can students apply it s feedback apply feedback accurately
to the learning but does not feedback accurately and
accurately and yet apply. accurately and effectively.
effectively? and effectively.
effectively.

71
The mechanisms of effective feedback (3)

Feedback is
Strong
given to Time for
Students Right type of knowledge
every student students to
recognise it feedback at and skills
as the understand
as feedback right time develop
learning is and apply
over time
happening

72
The importance of all moving together (2)

• Saves learning time1

• Frees up students’ working memory2

• Certain and consistent expectations for students3

• Students learn the routine more quickly when it is done in

the same way across the school4

• Fosters a strong sense of belonging5

73
Planning and rehearsing (3)

Rehears Feedbac
Plan
e k

Evidence for Learning (2022) Effective Professional Development, Sydney: Evidence for Learning. 74
Rehearsal (3)

75
NSW Department of Education

Evaluating impact on students

“
'When implementing a new evidence-based
practice, school personnel should measure fidelity
early and often to provide timely and responsive
professional development and maximise student
outcomes.'

(Harn et al. 2013:186)

77
Data sources to measure impact

Short term Longer term

• • Increased understanding
Increased engagement

• • Increased learning
Increased ability to apply feedback
accurately and effectively. • Student data indicates learning gains

Teacher observation 0 1 2 3 4
When provided Not yet Student/s Some students Most student All students
with feedback, observabl acknowledge apply s can apply can apply it
can students apply it to e s feedback feedback feedback accurately
the learning accurately and but does not accurately and accurately and
effectively? yet apply. effectively. and effectively.
effectively.

78
Maintaining a whole school approach
through data

Video observation Peer observation and

and reflection feedback

Teacher and student Growth in assessment

survey data

79
Connecting to the School Excellence
Framework
‘School-wide explicit teaching
approaches incorporate modelled,
guided and independent practice.

Teachers consider students’ cognitive

load and employ explicit teaching
strategies to optimise
learning progress of students across
the full range of abilities. Effective
methods are identified, promoted
and modelled, and students’ learning
improvement is monitored,
demonstrating growth.’
School Excellence Framework, Teaching Domain (p 11) 80
Feedback

Please complete the

Effective feedback learning module to help us
improve future professional learning and
provide further support.

Contact us
ContactCurriculumReform@[Link]

81
Explicit teaching strategies and resources

More information is available

about:

• ​explicit teaching

• how learning happens

• the enabling factors

• the explicit teaching strategies.

[Link]
ching
82
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This presentation contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority.
This content is prepared by NESA for and on behalf of the Crown in the right of the State of New South Wales. The material is protected by Crown
copyright.

Please refer to the NESA Copyright Disclaimer for more information [Link]

NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards
Authority (NESA) website [Link] and the NSW Curriculum website
[Link]
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Copyright
© State of New South Wales (Department of Education), 2025
The copyright material published in this resource is subject to the Copyright Act 1968 (Cth) and is owned by the NSW Department of Education or,
where indicated, by a party other than the NSW Department of Education (third-party material).

Copyright material available in this resource and owned by the NSW Department of Education is licensed under a
Creative Commons Attribution 4.0 International (CC BY 4.0) license.

This license allows you to share and adapt the material for any purpose, even commercially.

Attribution should be given to © State of New South Wales (Department of Education), 2025.

Material in this resource not available under a Creative Commons license:

• the NSW Department of Education logo, other logos and trademark-protected material
• Material owned by a third party that has been reproduced with permission. You will need to obtain permission from the third party to reuse its
material.

Links to third-party material and websites

Please note that the provided (reading/viewing material/list/links/texts) are a suggestion only and implies no endorsement, by the New South Wales
Department of Education, of any author, publisher, or book title. School principals and teachers are best placed to assess the suitability of resources
that would complement the curriculum and reflect the needs and interests of their students.

If you use the links provided in this document to access a third-party’s website, you acknowledge that the terms of use, including licence terms set
out on the third-party’s website apply to the use which may be made of the materials on that third-party website or where permitted by the Copyright
Act 1968 (Cth). The department accepts no responsibility for content on third-party websites. 88