Method
Feedback: descriptive; prescriptive; timing; amount; learner questions
HOW TO DO IT
Feedback: descriptive; prescriptive; timing; amount; learner questions
Useful feedback connects one observed action to an achievable next attempt. An effective lesson connects a clear task, suitable terrain, a limited movement cue and an observable response. The instructor adjusts the task from evidence rather than delivering every cue at once.
Preparation and setting
Use the setting and competence boundary below. This is a page-level learning/application text; use the exact linked movement for reproduction instructions.
Execution / application sequence
- Identify the earliest deviation.
- Give one cue tied to the board response.
- Simplify terrain or task if necessary.
- Check whether the next result changes.
- Ask what the learner can already do and wants to change.
- Select a suitable task and define its finish.
- Explain and demonstrate the relevant action within the learner's understanding.
- Observe one attempt from a useful position.
- Give one actionable cue tied to the earliest error.
- Reassess and adapt terrain or task.
Learning and practice
Use short cycles of attempt, observation and adjustment. Guided discovery and direct instruction are tools chosen for the learner and task.
Errors, limits and corrections
A cue that works for one learner is not a universal law; mandatory prerequisite links require technical justification.
Observable checks
The page-specific task, conditions, known components and missing procedure can be explained. Successful application is checked in the actual task, not inferred from reading.
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editorial review notes
Imported from the supplied editorial package; technical and coaching review remains required.