We need to create an incentive for students to process the feedback we provide. Good practice emphasizes time on task. All else being equal, more time on task leads to greater learning. Clearly, students need to learn to allocate their time effectively, and perhaps as faculty we can help with that. Beyond that, though, we can make sure that we use the time we have with our students efficiently, and that the work we ask them to do outside of class is indeed worth their time.
Good practice communicates high expectations.
A few students always exceed our expectations, a few dramatically fail to meet them, and most pretty much achieve what we ask of them. Within limits, then, raising our expectations and communicating them effectively raises our students' achievement. Knowing just how high we can realistically set our expectations requires knowing our students. Experience helps here, and so does data gathering. Good practice respects diverse talents and ways of learning.