The Asset-Based Protocol
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Providing timely feedback to students is so integral to teaching that we rarely stop to think about what makes it effective or ineffective, particularly for our students of color.
In the chapter “Building Learning Partnerships,” Zaretta Hammond (2015) addresses the challenge of providing feedback that doesn’t create anxiety and moves students forward in their learning. She cites research from Cohen and Steele (2002) documenting that students of color were more likely to receive “cushioned” feedback that minimized errors and provided little direction for improving performance. Cohen and Steele offer “wise feedback” as a solution: convey faith in the student’s potential, be honest about errors in their current performance, and offer specific action steps for growth (p. 104). Hammond has parlayed “wise” feedback into her “Asset-Based Feedback Protocol,” featured in this week’s infographic.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (pp. 101-106). Thousand Oaks, CA: Corwin, a SAGE Company.
