Fröjd’s toolbox Avsnitt 69: Roundtable on Feedback for Learning - with Shirley Clarke, John Hattie, Sheila Heen, Kate Jones and Dylan Wiliam
Mar 10, 2026
Dylan Wiliam, formative assessment researcher and teacher-trainer; Kate Jones, former classroom teacher and classroom-practice author; Sheila Heen, negotiation expert on receiving feedback; John Hattie, Visible Learning researcher; Shirley Clarke, formative assessment practitioner. They debate actionable feedback, on-the-move verbal feedback, feedback as system-wide practice, AI’s role and pitfalls, peer feedback and how to build classroom conditions that make feedback usable.
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Three Triggers Shape Feedback Reception
- People have truth, relationship, and identity triggers that shape how feedback is received.
- Sheila Heen describes these triggers and suggests treating initial defensive reactions as the start of investigating what might still be useful.
Frame Feedback With Belief And High Standards
- Frame feedback with belief and high standards to reduce defensiveness and make it more welcome.
- Dylan Wiliam recommends David Yeager's 'wise feedback' style: convey 'I believe in you' with high expectations to increase receptivity.
Normalize Error As Learning Opportunity
- Create classroom climates where errors are seen as learning opportunities to make feedback effective.
- John Hattie stresses that if errors are embarrassing or feared, even brilliant feedback will be ignored by students.