Using the Ladder of Feedback to Support Self-Direction

 In Chapter 6 of Rigor By Design, Not Chance, Karin Hess explores the critical need for engaging students in metacognition and self-reflection. Keenly aware that these two skills are often used interchangeable, Hess argues that both are necessary and closely related, metacognition asks students to make “in the moment” considerations while reflection allows students to think about their past learning and draw  connections that support transfer. 

I found Hess’ use of the continuum of engagement (from actively engaged to actively disengaged), important.  Equally important was her argument that even incremental movement from passive to active engagement, or from disengagement to passive participation, is critical. “As students become engaged, they learn more,” (Hess, 2023, p. 129). However, as with most skills, students will need explicit instruction and guidance in building their metacognition and self-reflection skills.

Often, teachers invite metacognition or self-reflection as a personal responsibility, but Hess encourages the use of group discourse to build those skills. Using  a GPS-I rule (Group processing, Positive Interdependence, Simultaneous engagement, Individual accountability), Hess lays out ways that teachers can provide opportunities for students to consider the decisions they are making by engaging in “in the moment” discussions that invite students to demonstrate an ability to use metacognition and carefully consider the work that they have engaged with so far. To Hess, the use of peer reviews and feedback systems are excellent ways for teachers to design such opportunities for their students. 

On the other hand, self-reflection often requires a more personal lens for the learner, asking them to become self-aware, develop initiative and ownership over their learning, set goals and plan to meet those, engage and manage resources and monitor and adapt based on the progress they view (Hess, 2023, p. 135). 

One tool that I discovered by participating in Harvard’s Project Zero professional learning was the Ladder of Feedback. I have found this tool to support both metacognition and self-reflection. Below is screenshot of the feedback protocol. 

The Core Collaborative has a blog post dedicated to showing how a secondary teacher used the ladder to scaffold peer feedback in a writing classroom. In an accompanying video , viewers see  how the use of the ladder allows students to  “share their specific feedback on value added using language from the rubrics” (The Core Collaborative Learning Network, 2019).  

I have adapted the ladder to scaffold meaningful self-reflection as well, using it for students as they consider working drafts for longer composing tasks. I adjust the prompts a bit to help students identify and prioritize changes for their next draft. For instance, under clarify, I ask students what help they may still need to understand the project, expectations and success criteria; in value I ask students to identify what is going well, and under “state concerns” I have them list and prioritize problems with their draft.  Finally, under suggestions, I have students write action steps for how they plan to revise their writing.

When students become familiar with this protocol, both as a peer reviewer and for self-reflection, I have found that they begin to develop self-direction. The ladder is one way I have come to make my students’ thinking visible. 

As Hess states, “When educators know what to look for and when students understand how to “look back” and reflect on their learning, a beautiful thing happens. Students provide insights into their learning and thinking processes that we can only guess at” (Hess, 2023, p. 135).

References:

The Core Collaborative. (2019). Using the ‘Ladder of Feedback’ in the High School Classroom. https://thecorecollaborative.com/using-the-ladder-of-feedback-in-the-hs-classroom-2/

Hess, K. (2023). Rigor by Design, Not Chance. ASCD. 

Making Learning Visible. The Ladder of Feedback. http://www.makinglearningvisibleresources.org/ladder-of-feedback-see-supporting-learning-in-groups-in-the-classroom.html