The SEEDS Framework for Inclusive Feedback

Most of us were trained to give feedback by pointing out what’s wrong. But as Buckingham and Goodall put it, focusing people on their shortcomings doesn’t enable learning — it impairs it. SEEDS is a framework I developed for giving feedback that actually grows student self-efficacy instead of quietly deflating it. (The origin story involves Peloton, of all things; ask me sometime, or check the slides.)

When you respond to student work, plant SEEDS:

S — Specific. Give clear, precise information about what the student did well and what needs work. “Good job on your literature review” tells them nothing; name what worked.

E — Empowering. Use language that helps students recognize their abilities. Pair strengths with areas for growth instead of handing over a list of misses.

E — Evidence-Based. Reference specific examples from the student’s actual work rather than reaching for boilerplate phrases like “lacks clarity.”

D — Development-Oriented. Frame feedback toward growth. Offer constructive next steps and point to resources, so the student knows how to improve, not just that they should.

S — Supportive. Keep your tone encouraging. Reiterate that you’re there to help and that you want them to succeed.

The deck includes side-by-side before/after examples of real feedback rewritten through SEEDS, plus a set of SEEDS-informed classroom management practices. Use and adapt it for your own teaching; I just ask that you credit me.

Download: SEEDS presentation (slides)