Unlock PDHPE & CAFS Success with the WIN Feedback Strategy

As PDHPE and CAFS educators, we are constantly seeking ways to provide meaningful and impactful feedback to our students. Feedback is a crucial component of the learning process, guiding students towards improvement and empowering them to take ownership of their own progress.

In my experience as a PDHPE & CAFS teacher, I have developed a simple yet highly effective feedback strategy that has transformed the way I engage with my students – the WIN Feedback strategy.

The Origins of WIN Feedback

The genesis of the WIN Feedback strategy began in my early days as a teacher, when I found myself frustrated by the lack of direct engagement between teachers and students during parent-teacher conferences. Too often, I observed teachers addressing parents while the students sat passively, their voices unheard. I knew there had to be a better way to involve students in the feedback process and make it a collaborative effort.

It was during these parent-teacher interactions that I began to experiment with a more student-centric approach. Instead of simply relaying information to parents, I would engage the students directly, asking them about their performance, what they felt they had done well, and where they saw room for improvement. This dialogue not only empowered the students but also provided me with valuable insights into their learning experiences.

Crafting the WIN Feedback Acronym

As I continued to refine this approach, I realised the need for a simple, yet effective, framework to structure the feedback process. Drawing inspiration from the CAFS curriculum's fondness for acronyms, I set out to create a mnemonic that would capture the essence of my feedback strategy.

After much deliberation and scribbling on scraps of paper, the WIN Feedback acronym was born. WIN stands for:

W - What they've done well

I - Improvements to be made

N - Necessary actions to improve

This three-pronged approach not only provided students with a clear understanding of their strengths and weaknesses but also encouraged them to take an active role in their own learning journey.

Implementing WIN Feedback in the Classroom

Introducing the WIN Feedback strategy to my classroom was a gradual process, but one that quickly proved its worth. I began by incorporating the strategy into my assessment feedback, dedicating a section at the end of each task for students to reflect on their performance.

Initially, some of my colleagues were skeptical, viewing the strategy as a "Sydney thing" or something more suited to the Catholic education system. However, I remained steadfast in my belief that effective feedback was essential for student growth, and I set out to educate my faculty on the benefits of the WIN Feedback approach.

To facilitate the adoption of the strategy, we incorporated the WIN acronym into our marking guidelines, ensuring that teachers consistently provided feedback in this format. We also experimented with the use of color-coding, using pink pens for "positive" feedback (what they've done well) and green pens for "growth" areas (improvements to be made).

The Power of Personalised Feedback

As the WIN Feedback strategy took root in our school, I witnessed a remarkable transformation in the way students engaged with their assessments and feedback. Rather than simply glancing at their marks and shoving the assessment tasks into their bags, students began to actively reflect on their performance and set goals for improvement.

To further enhance this engagement, we introduced a comprehensive feedback form that included not only the students' marks and ranks but also the WIN Feedback section. By integrating this form with our school's assessment data system, we were able to provide students with a detailed breakdown of their performance, empowering them to take ownership of their learning.

The impact of this personalized feedback was profound. Students began to see their assessments as opportunities for growth, rather than just a means to an end. They would carefully consider the WIN Feedback, identifying their strengths and weaknesses, and then develop specific action plans to address the areas that needed improvement.

Expanding the Reach of WIN Feedback

As my own teaching journey evolved, I found myself leaving the classroom and embarking on a new path as a teacher-trainer. It was during this time that I realised the immense potential of the WIN Feedback strategy to benefit educators across New South Wales.

I began sharing the strategy with PDHPE, CAFS, and Health and Movement Science teachers, and the response was overwhelmingly positive. Teachers appreciated the simplicity and effectiveness of the approach, and many quickly adopted it in their own classrooms.

The WIN Feedback strategy has now become a common language within the CAFS and HMS teaching communities, with teachers regularly using the acronym to describe their feedback practices. I've had the privilege of training thousands of educators on the strategy, and the feedback I'vereceived has been incredibly rewarding.

Teachers have shared how the WIN Feedback approach has transformed their assessment practices, making the feedback process more efficient and effective. By focusing on the three key elements – what students have done well, areas for improvement, and necessary actions – teachers are able to provide targeted and actionable feedback that empowers students to take control of their learning.

Practical Implementation Strategies

One of the great strengths of the WIN Feedback strategy is its adaptability. There are numerous ways in which teachers can implement this approach in their classrooms, catering to different teaching styles and student needs.

Some teachers have opted for a more visual approach, using color-coded post-it notes or highlighters to denote the different elements of the feedback. Others have incorporated the WIN acronym into their marking guidelines, ensuring that the feedback is consistently structured and easy for students to understand.

Another effective strategy is to involve students in the feedback process, encouraging them to reflect on their own performance and identify areas for improvement. This can be done through the use of self-assessment activities or by having students complete the "Necessary actions to improve" section of the feedback.

Regardless of the specific implementation method, the key is to keep the feedback simple, direct, and student-centered. By avoiding overly complicated or lengthy feedback, teachers can ensure that the message is clear and that students are empowered to take meaningful action.

Embracing the Power of Feedback

As educators, we have a profound impact on the lives of our students. The feedback we provide can be the catalyst for their growth, inspiring them to push beyond their perceived limitations and unlock their full potential.

The WIN Feedback strategy is a testament to the power of simplicity and the transformative potential of student-centered approaches. By focusing on what students have done well, areas for improvement, and the necessary actions to take, we can create a feedback loop that fosters a growth mindset and empowers learners to take ownership of their learning journey.

I encourage all PDHPE, CAFS, and Health and Movement Science teachers to embrace the WIN Feedback strategy and experience the remarkable impact it can have on their students' success. By prioritizing effective feedback and empowering our learners, we can unlock a world of possibilities and inspire the next generation of leaders, innovators, and change-makers.