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9. Practice & Feedback Plan

How to use this activity

This activity supports practical application of the concepts in your lesson.

  1. Download this activity as a docx file
  2. Work through the activity step by step. Keep your answers concise and focused
  3. Return to your lesson when you are done.

What to do: Plan how learners will receive feedback and where revision will happen

Expected output: A structured plan for practice and feedback during learning

Approximate time: 20–30 minutes

Used in

Before you start

You will typically need:

  • Outputs from earlier activities (if applicable)
  • Notes from your current lesson
⬇ Download as .docx

Instructions

Design how learners will practise, receive feedback, and improve within your training. Practice without feedback is just repetition; feedback without a chance to revise is wasted. This plan connects the two.

You will use

Practice and feedback design

Outcome Practice activity Feedback (what) Feedback (who) Timing Iteration (how learners improve)

Fill in the table based on what you currently do. For each outcome, record where learners practise, what feedback they receive, who provides it, when it happens, and how learners get a chance to improve.

Diagnose

  • Where do learners practise meaningfully — not just listen or watch, but actually do something?
  • Where is feedback missing, unclear, or arriving too late to be useful?
  • Where is there no opportunity to revise or improve based on feedback?

Improve

Update the table to ensure:

  • Practice is aligned to outcomes — learners practise what they need to learn, not something adjacent
  • Feedback is specific and timely — it arrives while learners can still act on it
  • Iteration is possible — learners have a real chance to revise, not just receive a judgement

If you are creating a new training

Use your activity from Activity 8: Learning Activity Design as a starting point. For each outcome:

  • What will learners do to practise this skill or concept?
  • Who will give feedback — you, peers, self-assessment, or some combination?
  • When will feedback happen — during the activity, immediately after, or later?
  • How will learners use the feedback to improve? Describe the specific revision step.

Peer learning (if applicable)

  • Where can learners learn from each other — through peer feedback, collaborative tasks, or shared reflection?
  • What structure supports this? Unstructured "discuss with a partner" rarely produces useful learning. Consider specific prompts, roles, or protocols.

Context check

  • What limits practice, feedback, or iteration in your context? Think about time, group size, facilitator capacity, and whether learners have access to the materials or tools they need to revise.

Reflection

  • Look at your feedback plan: where is feedback most likely to change what learners actually do? Focus your energy there. Feedback that does not lead to action is not serving anyone.

Reuse in later sections

Iteration

Return to this plan after completing Activity 10: Assessment Plan. Check whether your feedback and assessment approaches are consistent — if they tell different stories about what learners know, something needs revising.