View this material in a Google Doc: Asset Based Feedback Protocol
Objective: To analyze the nature and benefits of culturally responsive asset-based feedback in a remote and hybrid learning environment.
The estimated time for this activity is 25–35 minutes.
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In the NYSED’s Culturally Responsive-Sustaining Education Framework, the second principle is high expectations and rigorous instruction. The bullet below is part of the teacher expectations for this principle:
- Have high expectations and deliver rigorous instruction for all students regardless of identity markers, including race, gender, sexual orientation, language, ability, and economic background.
Explore the Culturally Responsive Asset-based Feedback Protocol, which was created by Boston Public Schools and based on the work of Zarretta Hammond, author of “Culturally Responsive Teaching and the Brain.”
Stop and Think
(Key: T — Teachers, SL — School Leaders, DL — District Leaders)
- Which aspects of the protocol connect to what you already do with students? (T)
- How can this protocol be used to support staff development and interaction? (SL, DL)
- How can a protocol such as this establish a trusting partnership between the one giving feedback and the one receiving feedback? (T, SL, DL)
Take Action
Directions: Independently or with a partner, reflect on the steps outlined in this asset-based feedback protocol and consider your implementation during remote or hybrid instruction.
1. Connect
Educator makes a positive connection to student (e.g., smiling, asking how they are doing).
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- Create a sense of connectedness by looking into the camera, smiling, and acknowledging students by name.
- Provide individual, small-group, or whole-class check-ins by asking students to describe how they feel using adjectives, emojis, or pictures.
- Take turns to express gratitude or celebrate accomplishments during live meetings.
- Record a morning message or welcome video students can view before class to set a positive tone for the day.
2. Seek to Understand
Educator asks students to state where they stand relative to a learning or behavior goal, or with what they are working on.
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- Create or use a graphic organizer that will help students reflect on a current instructional or behavioral goal. Keep this document in a digital folder that both you and the student can easily access.
- Give students a moment to express their current understanding of the work being done or the goal they are working on. Students can do this live during a one-on-one meeting, in a pre-recorded video, or using the chat feature to express in writing or with emojis to describe how they are feeling.
- Prepare a shared document or learning log that will serve as a tracker.
3. Acknowledge and Affirm
Educator acknowledges the demand of the task and the student’s ability to master the learning or behavior goal.
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- Send encouraging emails, videos, or audio messages, or provide comments on student work documents to acknowledge their effort and affirm your belief in their abilities to reach their goals.
- Consider your use of pre-recorded videos that students can access at any time to receive instruction, insight, and affirmation. Read about the Five Types of Videos to Rock Hybrid or Remote Instruction to learn more.
4. Provide Feedback That Advances Learning
Educator provides feedback that is specific, actionable, and timely.
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- During synchronous instruction, have students use a checklist or rubric to evaluate their progress and determine next steps.
- For asynchronous instruction, provide instructional videos that require students to pause and answer an open-ended question that will demonstrate their thinking. After students resume the video, reveal the answer or the process in which the answer can be derived and have them self-assess their answer with the one you have provided.
- For asynchronous work, allow students to access a how-to sheet or answer key after completing an activity, then schedule a meeting with you to discuss next steps.
5. Listen
Educator creates space for the student to react to the feedback and share how he or she feels about it.
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- Consider the use of individual virtual meetings or a shared document where feedback and self-assessment can be shared. Students can also create video journals that express their reactions and thoughts.
6. Encourage and Affirm
Educator offers emotional encouragement and restates his or her belief in the student’s capacity to achieve the goal.
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- Before leaving from a whole-class, small-group, or individual meeting, take time to encourage students by restating their ability to achieve their goals. Allow students space to share how they are feeling and advocate for any further support they might need.
- Consider the use of virtual stickers, badges, or messages that celebrate student growth and provide encouragement, either synchronously or asynchronously.
7. Follow-Up
Educator and student set a plan to check in on progress.
What would this look or sound like for me and one of my students in my remote or hybrid environment?
- Create calendar invites or a digital sign-up sheet for follow-up sessions with students.