Resources
Discover our experiences like meditations & sonic landscapes, our practical tools & moves to enact relational feedback and coaching, and our guides diving into co-creative & equitable practices.
Experiences
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Students' Perceptions of Teachers
A sonic experience to listen to students’ voices about their lived experiences in school, specifically about their perceptions of teachers' impact (both positive and negative).
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Radical Imagination: A Meditation for Teachers
This meditation was created for teachers and is part of the book "Stretch Yourself: A Personalized Journey to Deepen Your Teaching Practise" by Caitlin McLemore and Sam Passeport.
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Self-Care Mindfulness Meditation for Teachers
Slowing down is resistance. Teachers can use this simple meditation to tune in to their breathing, practice self-compassion, and become aware of why it is important to pause and slow down.
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Meditation for Educators (during Covid-19)
This meditation was created as a gift to teachers during Covid-19. It is a stress-reduction mindfulness meditation for teachers that can still be useful in times of overwhelm.
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Students’ Feedback Experiences
A sonic landscape to listen to undergraduate students’ experiences of receiving teacher feedback, and understand what it means to encounter the ‘power’ of teacher feedback.
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French Meditation for Students
Meditation for students as a way to pause and breathe before activating learning through movements. This is especially useful to help neurodivergent students with transitions.
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Feedback Affirmations for Students
This meditation was created for students who just received or are about to receive feedback. It aims to help them in accepting their feelings and processing any emotional overwhelm.
Tools & Moves
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Interactive Cover Sheet
Inviting students to self-assess, self-reflect and seek feedback about specific aspects (and/or about how feedback is delivered) before submitting their work, helps formal feedback to find a landing place.
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Feedback Agreements
Co-creating feedback agreements between students and teachers helps shape expectations together about what feedback dialogues are (and aren’t), their purposes, and associated processes within your specific context.
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Tiered Feedback
Tiering feedback (i.e. dividing in three categories) helps teachers examine class-wide patterns and organise feedback into three categories such as: what needs review, what is going well, what is exemplary.
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Miss-Take Station
Students’ ‘missed takes’ tell us a lot about misconceptions, misunderstandings, or errors that need correcting. The ‘miss-take’ stations act as a dialogic way to review concepts through deconstructing errors.
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Coaching as Feedback
In using coaching as feedback, we focus on listening and asking questions (dialogic), rather than ‘telling’ (monological), building relational trust through one-on-one conversations between students and teachers, or peers.
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Hyper Rubric
Adding an interactive dimension to rubrics (or learning menus) support students in different ways, such as knowing what is expected as well as self-differentiating by accessing specific supports, resources, and actionable next steps.
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Multimodal Feedback
Instead of relying only on one modality (e.g., writing), multimodality brings feedback to life through the use of voice notes, screencasts etc. and makes space for rapport, nuances, and accessibility.
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Student-Led Reports
Since report cards tend to be teacher-led and bypass students by directing messaging to parents, students can benefit a lot in co-creating their report card and reflect into action.
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Feedback Affirmations
Some students might benefit from using feedback affirmations to prime themselves before engaging with feedback or as a way to cope with the strong emotions that feedback can elicit.
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SOLO Rubric
The SOLO rubric can become a way that students can self-assess and peer-assess, giving them a consistent idea about different levels and depth of understanding (1 to 5) to better know one’s location and next steps.
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Zone of Influence
This tool allows students (and teachers) to discuss their fear and hopes around feedback when in the position of giving or receiving feedback, and become more aware of and able to stretch their zone of influence.
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Freeze Profile
The Freeze Profile allows students to pause and reflect to self-assess, suspending self-judgement and engaging in self-inquiry to know where they are at, and where they want to go. It creates space for dialogue with the teacher of peers.
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Feedback Heartbeat
This educational design tool allows teachers to design their feedback line for a unit/course by selecting feedback tools intentionally in order to ensure that there are dialogues and a landing place for feedback.
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Exemplars
Providing students with a diversity of exemplars can help them compare their work and generate self-feedback, as well as deepen their understanding by spotting mistakes or by dissecting complex material.
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Milestones
Milestones feedback corresponds to tools that can help students identify where they are on a continuum, allowing them to see what they have accomplished and what might be their next challenges, in connection to the (written) curriculum.
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Feedback from Students
Teachers can decide to gather deep feedback from students about their classes -avoiding surface-level feedback at the end of units/courses (often based on satisfaction rather than learning)- and encouraging ideas and contributions.
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Peer Feedback
Peer feedback is often positioned as a time-saving strategy but may not be effective in different situations. This tool summarises some of the possible ways that peer feedback can be desirable and how to avoid common pitfalls.
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Feedback Priming
Priming is about setting an intentionally inviting tone. Teachers use (feedback) priming by formulating explicit positive beliefs about feedback so as to create a healthy and brave climate that compels students to engage with feedback.
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Nudging
Nudging is a micro-intervention that uses positive assumptions & language to encourage or compel students to take actions. It also acts as reminder of the Feedback (Culture) Agreements and Feedback Priming.
Guides
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Programmatic Assessment Guide [ErasmusX]
This guide –that received praise from Prof. Dr. Cees van der Vleuten– describes what Programmatic Assessment is and shares examples and resources from practice.
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Programmatic Assessment Guide [FeedbackFruits]
This guide was created for FeedbackFruits and helps educators unleash the power of portfolio assessment through multiple low-stakes data points.
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Universal Design for Learning Guide [FeedbackFruits]
This guide on was created for FeedbackFruits and helps educators proactively design instruction that honors students’ variability.
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Critical Pedagogy Guide [FeedbackFruits]
This guide was created for FeedbackFruits and supports educators in cultivating a democratic, participative, and truly dialogical learning space.
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Differentiation Guide [FeedbackFruits]
This guide was created for FeedbackFruits and helps educators support diverse student needs through differentiating product, process, content, or affect.
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Teaching with Universal Design for Learning
This guide, which is also featured on the ECIO.nl website, supports teachers in implementing UDL in large classes, through proactive course design.
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F.A.I.R. Assessing & Grading Guide
This guide helps educators reflect upon their grading practices through the F.A.I.R. acronym: Flexible, Accurate, Inclusive, Responsible.
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Neuro-Affirming Educational Adaptations
This guide was co-created with Neuspace to support educators in implementing educational adaptations that supports the inclusion of neurodivergent students.
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Educational Approaches Guide
In this guide, discover the 20+ educational approaches with their definition, assessment type, and roles of teacher and students.
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Student-Educators Co-Creation Guide
This guide was co-created with Lorenzo Duchi to learn how to engage in co-creation with your students, within the context of higher education.
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Crafting Innovative Teams
This guide was created to showcase ErasmusX’s team culture –a radical innovation unit– and share the underlying principles that stimulated innovation.