In defence of feedback


What do we mean by “feedback”? Is it useful? Is it (like revenge) better served cold? And what has this to do with Bjork’s new theory of disuse?

This is the first of a series of (what were supposed to be short) follow-up posts, responding to significant comments made by readers of my longer article Curriculum Matters. In this, the first, I discuss what we mean by feedback, is it more effective when it is immediate or when it is delayed, how does this question relate to Robert Bjork’s new theory of disuse, and how should teachers make sense of the complex (and often uncertain) theory on how the brain works? 11,000 words.

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