What did you change after feedback?
Use specific feedback to decide what to change in the next rehearsal.
The question
You ran a peer journal club using a fictional survey about a teaching session. Eight learners looked at a one-page chart. Your tutor asks you to check understanding better. Your first idea is to shorten the slides.
| Reason | learners | Share |
|---|---|---|
| Located the relevant line | 6 | |
| Did not locate it | 2 | |
| Total | 8 |
One exercise. Each learner had the same chart.
“How would you explain your response to the tutor’s feedback in an interview?”
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A strong answer, step by step
Open each step in turn. This is one strong answer, not the only one.
Step 1: What did you observe?
What would you do here? Open the move you’d make.
Describe how many located the line.
The strong move. The packet establishes this count.
Say that six learners understood why the line mattered.
Tempting, but it misses something. Finding the line gives no evidence yet about their reasoning.
See how a strong candidate says it
“Six of eight learners found the relevant line. That shows what they could locate in the chart.”
Why it works: The record measures one action in the exercise.
Step 2: What would clarify the feedback?
What would you do here? Open the move you’d make.
Cut the slides in half before asking what happened.
Tempting, but it misses something. The feedback gives no evidence that slide length caused the difficulty.
Ask for a specific response before cutting slides.
The strong move. The tutor can point to a problem the next exercise can check.
See how a strong candidate says it
“I’d ask the tutor for a specific example of a response that made them question understanding.”
Why it works: The example can show which part of the task needs a better check.
Step 3: What would you change?
The tutor shares the response sheet. Only 3 of the 6 learners who found the relevant line could explain why it answered the question.
What would you do here? Open the move you’d make.
Ask for a short explanation after each learner locates the line.
The strong move. This checks the reasoning that the first count did not measure.
Repeat the task and count only who finds the line.
Tempting, but it misses something. The same count would still leave the tutor’s question unanswered.
See how a strong candidate says it
“Only three of eight could explain why the line answered the question. Next time I’d ask each learner to give a reason and use the replies to see what needs more teaching.”
Why it works: The next check targets the gap the tutor identified.
Step 4: How would you check the change?
What would you do here? Open the move you’d make.
Report that comprehension rose from three to six.
Tempting, but it misses something. The two counts came from the same session and measure different actions.
Check explanations on a comparable task at the next rehearsal.
The strong move. This gives a next measure for the same skill.
See how a strong candidate says it
“I’d use a comparable chart at the next rehearsal. I’d track who can explain their choice and ask the tutor to check how I prompt for reasons.”
Why it works: The next result can show whether the change helped. The first session has no after measure.
The answer, in short
- Decision
- Use an explanation check at the next rehearsal.
- Because
- Six of eight located the line. Three of eight explained it, or half of the six who located it.
- What would change it
- A comparable second exercise can show what the learner should change next.
Common traps
- Treating a correct location as a correct explanation.
- Reporting two measures from one session as a change over time.
Check your answer
- Did I name the feedback?
- Did I read the two counts correctly?
- Did I choose a specific change?
- Did I explain what I would check next?
Last reviewed Nov 11, 2026