Supporting student and teacher feedback literacy: an instructional model for student feedback processes

Within the new feedback paradigm, concept of student and teacher literacy is gaining more attention, with most studies focussing on what it entails how can be supported by design. This paper contributes to this, students do information. It proposes an instructional model for processes activities seeking-, making sense of-, using- responding information specific prompts all four activities. Following Vygotsky, built premise that effective take place in social interaction a knowledgeable peer Zone Proximal Development. In doing so, this first addresses contribute scaffolded learning from feedback. The used process teachers scaffold students’ processes. So, intended support both their interplay. Future need empirically validate effectiveness model.