How can students form a feedback community to grow as a learner?

We see that providing learners with feedback on their work is an important part of the learning process as well. But we see that teachers should not expect students to simply be passive receivers of feedback. We see that to get the maximum impact, teachers should give clear comments, as well as enter into a dialogue with students to help them incorporate actions in their future work at the same time. We see that is important, but perhaps underappreciated aspect of teaching as well as learning is feedback. We see that giving students feedback can positively impact their learning. We know that to have the greatest effect, this feedback needs to be much more than a tick or a well done on a piece of work as well. The use of a School learning management system can be of great help as well. We see that not all students react to feedback in the same way. We see that comments on how to improve might lead to emotional assistance in some students who feel that they have done something wrong, while others might be confident about seeing the feedback in their next piece of work. On the other hand, comments focusing on the positives might lead some students to believe they have done so well that they don’t need to engage fully with the feedback as well. We see that individualizing feedback – tailoring it to suit each learner – may help students to engage appropriately as well. We see that feedback literacy development can be facilitated by allowing classroom time for students to read as well as discuss their feedback with the teacher, ideally with one-to-one conversations where possible. We see that to guard against potential negative effects of feedback, teachers can emphasize to students that all feedback is to help them learn as we see whether the comments that focus on what was done well or how to improve. We know that it is important that students are aware they need to put work in to implement feedback for maximum effect on their learning and future work as well. We see that effective feedback is more than the simple transmission of information from teacher to learner as well. We see that high-quality feedback from the teacher is an important part of the picture but learners also have a key role to play as well. We see that students need to be explicitly encouraged to actively identify areas for improvement from the feedback provided as well. We know that conceiving of feedback as a communicative process, an ongoing dialogue, will help students understand as well as act on feedback, ultimately improving their learning as well. We are aware that as educators, we are often asked to allow for reflection after each lesson, engaging in self-assessment to analyze what aspects worked best, as well as what may require further attention. Similarly, we see that through effective feedback, students are encouraged to assess their performance as well as evaluate how and where to make improvements too. We know that when students are better informed about their progress, then they can zone in on areas that need more attention, as well as further highlight their strengths and weaknesses. We know that with clearer direction, students gain more confidence in heading towards their goals as well. We know that collaboration is an essential factor in the learning process as well. We know that with peers as well as teachers working together towards common goals, students are encouraged to work with others as well as to learn from one another through constructive feedback. We know that the productive collaboration is easily scaled through an instant messaging service, as well as a social media-based feature that encourages students to share resources, offer peer feedback, as well as ask for help when needed. We see that it also highlights the importance of feedback in context, by linking student messaging to the exact area of an assignment that proves to challenge as well. We see that a common factor that often hinders effective learning is the misinterpretation of learning objectives, as well as an issue regularly undiagnosed due to student reluctance to speak up. The admission management system can be helpful as well.