Are you Ready to Swap Feedback with Feedforward?

Feedback and feedforward are two distinct concepts that are related, but not interchangeable. Feedback refers to the process of providing information about the output of a system or process in order to adjust its future behavior. Feedforward, on the other hand, refers to the process of providing input to a system or process before it produces output.

In general, the process of moving from feedback to feedforward involves shifting the focus from reacting to past events to anticipating and preparing for future events. This can be achieved by using predictive modeling and other techniques to anticipate the future needs and behavior of a system, and by providing input to the system in advance to guide its future behavior.

How does it apply to teaching?

A feedforward approach in teaching is a proactive, anticipatory approach to instruction that focuses on providing input to students before they engage in a learning activity, rather than relying on feedback to adjust their behavior after the fact.

In a feedforward approach, teachers focus on providing students with the necessary knowledge, skills, and resources in advance to help them succeed in their learning. Think about a situation in which you can anticipate the most common mistakes students make when working on specific content and warning them about those in advance. That's an example of a feedforward approach.

The goal of a feedforward approach is to help students anticipate and prepare for the challenges and opportunities of a learning activity, rather than simply reacting to feedback after the fact. By providing students with the necessary support and resources in advance, you can help your students develop the skills and knowledge they need to succeed.

In a classroom setting, moving from feedback to feedforward can involve a number of different strategies and approaches. Here are some key steps for making this shift:

1. Identifying the key goals and objectives of the classroom, and using these goals to guide decision-making and planning. This could involve setting specific targets for student achievement and behavior, and using these targets to guide the development of lesson plans and other classroom activities.

2. Developing a deep understanding of the individual needs and learning styles of each student in the classroom, and using this knowledge to tailor instruction and support to each student. This could involve using a variety of assessment tools and techniques to assess student progress and identify areas for improvement, and using this information to differentiate instruction and provide targeted support to individual students.

3. Providing input to the students in advance to guide their learning and behavior, rather than relying on feedback to adjust their behavior after the fact. Draw from your experience, as most students of a certain age are very similar, so you can predict some possible problems or outcomes. When you do that, you should set clear expectations for student behavior and performance, and provide students with the necessary resources and support to achieve these expectations.

4. Monitoring and evaluating the effectiveness of the feedforward process, and making adjustments as needed to improve its accuracy and effectiveness over time. This could involve regularly assessing student progress and using this information to refine instruction and support, and providing ongoing feedback and support to students to help them continue to improve.

So what does this mean in practice?

One example of feedforward in teaching might involve a teacher who is planning a lesson on the history of the European Union. In a feedforward approach, you would focus on providing students with the necessary background knowledge and resources in advance to help them succeed in the lesson.

For example, you might start by providing students with a brief overview of the key events and milestones in EU history and highlighting the important people and ideas that have shaped the country's development. You might also provide students with a list of key terms and concepts that will be important for the lesson, and offer a brief explanation of each term to help students understand its significance. Then, when you start the lesson, the students will have the necessary foreknowledge to be able to follow along more easily.

During the lesson itself, you could provide students with additional resources and support to help them better understand the material. This could include providing students with maps, diagrams, and other visual aids to help them visualize the key events and concepts, and offering guided practice and feedback to help students apply what they have learned.

How to distinguish between feedback and feedforward?

An example of the difference between feedforward and feedback in teaching might involve a lesson on solving equations in algebra. In a feedforward approach, you, as a teacher, would focus on providing students with the necessary knowledge and skills in advance to help them succeed in the lesson.

For example, you might start by providing students with a brief overview of the key concepts and steps involved in solving equations, and offering a series of examples to help students understand how to apply these concepts in practice. You might also provide them with a set of equations to solve as a guided practice activity and offer feedback and guidance to help students understand any mistakes or misunderstandings they may have. This way, you are easing them in the process that might be challenging, ensuring greater satisfaction and better learning outcomes.

In contrast, a feedback-based approach to the same lesson would focus on providing students with feedback and corrections after they have attempted to solve the equations on their own. In this approach, you would provide students with a set of equations to solve, and then review their work after they have completed the activity. You would then provide students with feedback and corrections to help them understand any mistakes or misunderstandings they may have, and would offer additional support and guidance as needed to help students improve.

The main difference between feedforward and feedback in teaching is the timing and focus of the support and guidance provided to students. In a feedforward approach, the emphasis is on providing students with the necessary knowledge and resources in advance to help them succeed, while in a feedback-based approach, the emphasis is on providing students with feedback and corrections after they have completed an activity.