Welcome to Edgy Tips, a side project of the Cult of Pedagogy podcast where I share one quick idea to make your teaching better.

This is Jennifer Gonzalez and I am your host.

This Edgy Tip is supported by reading progress in Teams, a free tool by Microsoft designed to improve reading fluency.

Students record themselves reading aloud at school or at home and submit it for teacher review.

With AI-powered estimations of student errors, easy data collection and dashboards to track student growth, this free tool is designed to give educators more time to do what they do best.

Teach. With reading progress, educators can do fluency checks more often to better adapt to students needs.

Created for diverse classrooms including emerging readers, non-native readers and those with learning disabilities, reading progress is supported in over 37 languages.

Try reading progress on Windows, Mac, Web, iOS or Android.

To learn more, go to aka.ms slash Microsoft Reading. That's aka.ms slash Microsoft Reading.

Today's Edgy Tip is hold off on most feedback until after a task is done.

When students are in the middle of learning to do something and we see them making a mistake or maybe just needing some improvement, we may be tempted to stop them and offer a correction.

It may be best to resist that temptation.

Many educators understand that feedback is most valuable when it is given in a timely manner, soon after a student completes a task.

But a number of studies, which I will list in the written version of this tip, have shown that when feedback interrupts the learning process, it can be detrimental to learning.

Feedback given soon after a task is completed, result in more accurate and long-lasting learning.

The theory behind this is that too much feedback during a task, robs the learner of the opportunity to develop their own internal sense for how to do the task correctly.

They can become dependent on the feedback and once that feedback is removed, be unable to self-correct.

By contrast, when a learner gets feedback after a task, they can take that information into the next attempt and continue to hone their own neural pathways that tell them the right way to do it.

This principle doesn't necessarily apply to all students in all situations.

When someone is first learning a task, they may need more frequent feedback to get closer to the desired behavior.

But always keep in mind that at some point, the learner needs to spend sometimes struggling with the task on their own, making their own judgments about what move to make next, rather than relying on constant feedback from an instructor, a coach, or a peer.

You know your students and your subject area best, so experiment with the timing of feedback to see what works best for you.

...