💡 What is pedagogical feedback?

First, let’s clarify what we mean by corrective or pedagogical feedback. The primary goal of this type of feedback is not to evaluate the person or even their behaviour but to provoke change and guide that behaviour in the desired direction.

The most valuable information you can receive often comes in the form of this type of feedback. Imagine a new universe: the universe of all possible learning experiences. This universe contains all the information you might learn in your lifetime, represented as points in space.

Blue points: Useful for everyone.
Red points: Useless information.
Green points: Useful information specifically for me.
Yellow points: Useful information specifically for someone else.

"Blue" information, useful for everyone, is typically general ("Wash your hands for at least 20 seconds") but represents only a tiny fraction of all possible learnings.

The information uniquely useful to me often relates to misunderstandings, misinterpretations, or inappropriate actions I might take even after learning general information. For example, I might know I need to wash my hands for 20 seconds but neglect to wash the backs of my hands. I need specific feedback to address this gap.

Feedback is, almost by definition, the information uniquely tailored to you because it is received in response to your decisions or reflections.

👉 How to give effective pedagogical feedback?

Here are some simple yet widely agreed-upon recommendations:

1️⃣ Focus on behaviour, not the person

Feedback should target specific behaviours rather than personal traits.

Why?
- Personal feedback ("You’re not good at rhythm") locks learners into a fixed mindset, discouraging improvement.
- Personal remarks ("You never pay attention to cables") can trigger the brain's amygdala, which manages emotional regulation and self-preservation. Activating this "alarm system" can lead to fight, flight, or freeze responses—great for escaping predators but disastrous for learning.

Instead of progressing, the learner might argue back, make excuses, or simply give up.

Solution: Focus on behaviour. For example, replace "You never pay attention to cables" with "Paying attention to cable placement can prevent issues."

2️⃣ Make feedback regular

Feedback is most effective when provided during the process, not after the outcome.

For example, it’s more helpful to address mistakes while measuring ingredients than after the cake is baked. End-of-year exams or final evaluations often come too late to influence the learning process.

3️⃣ Be precise

Vague comments ("Not enough," "Good job," or "Needs improvement") fail to guide learners effectively.

For example, instead of saying, "Try to do better," offer specific advice: "Include more examples to support your argument."

4️⃣ Be explanatory

Knowing whether an answer is right or wrong isn't enough to foster learning. Explanation is essential.

Example: Instead of saying, "This argument doesn’t work; it’s introduced too early," explain: "Introducing this argument so early might confuse the audience about your main point."
Encourage reflection: Ask, "Why do you think this argument doesn’t involve your interlocutor in decision-making?" before providing the explanation. This approach engages learners in their own understanding and fosters deeper learning.

5️⃣ Be constructive

Help learners identify actionable steps to improve.

Highlight progress over time rather than comparing learners to peers. For instance, "You’ve improved your team communication skills" is more motivating than "You’re more productive than 80% of your colleagues."
Avoid performance-based goals ("Next time, throw twice as far") as they can discourage learners.

6️⃣ Allow for independent effort

Encourage learners to try independently before providing feedback. For example, let a beginner misplay during a card game before offering corrections.

7️⃣ Reinforce perseverance

Remind learners of the progress they’ve already made to encourage persistence.

8️⃣ Foster self-assessment

Encourage learners to evaluate their own performance. This develops metacognition and supports independent learning.

9️⃣ Include expert feedback

At least one feedback provider should be an expert, ideally with pedagogical experience.

For example, in a partnered dance class, learners can provide feedback to each other, but an instructor should intervene if incorrect advice is shared or comments are unhelpful.
Expert feedback tends to be more precise, accurate, and constructive, offering significant value to the learning process.

1️⃣0️⃣ Normalise errors

A healthy attitude towards mistakes is critical for effective learning. Errors should be seen as opportunities to refine understanding, skills, or behaviour.

Without feedback, errors persist. Without the chance to make mistakes, feedback cannot occur. Dedicate time to explicitly discuss this concept with learners—it can only benefit their growth!

Keywords: pedagogical feedback, recommendations, training tips

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