Some solutions to possible difficulties •
Instant responses from the teacher may not always be well considered or sufficiently focused on learning objectives. – Feedback should always be very clearly related to the lesson objectives and avoid
comment on extraneous factors or areas; the objective needs to be fully explored at
the outset of the lesson, task or episode.
–Wait time before and after questions or required responses encourages pupils to
consider carefully and expand on their response. Other pupils can be asked to
reflect or comment on the response before the teacher responds.
– Encourage pupils to use specific learning outcomes (success criteria) to assess
their own or others’ responses, before or after your feedback.
– Using prompts such as
Would you like to say a bit more about that? gives the
teacher the opportunity to see what stage of thinking the learner has reached and to
fine-tune feedback as appropriate. Such teacher responses also make the process
developmental.
– Teachers should attempt to pre-empt possible misconceptions and issues in
explanation of the task.
– Teachers can use pre-emptive strategies, e.g. discuss possible pitfalls and success
criteria when setting tasks.
– Targeting questions or plenary activities at specific pupils can reduce the
likelihood of inappropriate responses from pupils.
– Teachers need to consider the style of feedback given as well as the content and
its implication for the way the lesson progresses, e.g. the choice between simple
acknowledgement that an answer is correct or a response that urges further
amplification or exploration.
•
Pupils do not act on oral feedback and do not take it seriously. Other pupils do not listen to it. – It takes time to develop a supportive culture in the classroom and to establish that
your own and other pupils’ errors are learning opportunities.
– It takes time to establish the value and importance of giving and receiving
feedback.
– While focusing on specific areas of a response, be prepared to say when an
answer is wrong in order to avoid confusion or reinforcing misconceptions.
– Pupils need explicit training and practice in the ground rules of speaking and
listening.
– Ask another pupil to follow up on feedback.
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