In the post he cites the work of DylanWilliams and unpacking formative assessment:
McIntosh brings out of the article the need for rules and norms. I think sometimes we skip that part, but group-created norms brings a sense of ownership in the decision making process of the discussion that would not be there otherwise. I've accumulated some resources on this at this Livebinder site (code: communicate2learn). Here is a Tricider I've made for the Creative Writing class so that the class can decide together how they will set up peer review.
McIntosh also highlights the role of the producer during a feedback session, explaining that the Producer captures the feedback for the Director and then helps make it specific and useful. This focus on feedback fits with the third point Williams makes that feedback should move learning forward.
I think some protocols can help with this. This site lists many, many protocols based on the goal of the discussion, and they can work with groups or students or teachers. In an online setting, this article lists protocols that require a sense of reflection and diving into an idea before contributing and then being silent. While many are not meant just for feedback. In many ways, they are providing feedback during the idea-generating, meaning-making stage.
Additionally, this article from ASCD discusses the timing of feedback: when it is most productive, how to deliver feedback for the best results, and what kind of content within feedback drives the student towards moving the ideas forward. I like her "Tale of Two Feedback Choices" in the end.
McIntosh ends with the student input. I love many comments the students made, especially their desire to be more involved, share ideas, and take risks. How can we open up our designing of learning experiences to those student voices?
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