Adjacent is a Critical Analysis Feedback Form that you can use to focus your attention on how feedback can be better utilised with a setting to increase learning
Below is an example of how the feedback sheet can be applied to a lesson or a drill. The lesson in question was a basketball drill - https://www.youtube.com/watch?v=OWL5dpQI4sc
The different types of feedback
Feedback can come is many ways, from Intrinsic to Augmented feedback
Intrinsic feedback is established during, or immediately after the skill or action has been produced. For example, when performing a free throw in basketball, the player knows if the ball went into the hoop
Extrinsic feedback relies heavily on an external source providing feedback that the learner can couple with the intrinsic feedback. For example, when shooting a free throw, a coach can comment on arm position, requiring the playing to use intrinsic feedback from the shot with the augmented feedback from the coach to adjust the technique suitably
What type of feedback is best for different skill levels of the learner?
Not only does each individual have their own way in which learning best occurs, they will also respond to different types of feedback accordingly. Therefore, tailored feedback is the most effectively approach
Providing Knowledge of Results (KR) should be limited to higher skill level learners, as KR only informs the learner of performance error, as it does not provide insight on how to form the action to better perform
Knowledge of Performance (KP) is generally suited to a lower skilled learner, as it provides information regarding the process of the skill that lead to the outcome
Feedback provided too early in the learning period may not be understood, however, feedback provided too late in the learning period may be redundant and therefore, no longer helpful
The frequency of feedback should decrease as the skill level of the performer increases
Can too much feedback be detrimental to the learner?
When learning a new skill, it is important to keep external variables to a minimum.
For complex tasks, it is favourable to decrease cognitive demands to prevent cognitive overload
Too much feedback has been found to interfere with learning
Questioning as Feedback
It has been said that questioning can boost cognitive effort in learning, emphasising thinking about the specific skill process
Questioning is it allows the teacher to identify whether their feedback or teaching is being interpreted in the way they intend
A useful tool for teachers to tailor their questions is Blooms taxonomy