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– Questions and tasks need to be planned to encourage higher-level thinking and
responses so that feedback can help develop it.
– Structure chains of questions and tasks incrementally so that
feedback also
moves learning on.
– Ensure that some time is built in for more extended or
structured feedback at an
appropriate time.
•
Oral feedback is ephemeral.
– This is largely true but what is important is to ensure pupils have
time to respond
and act on the feedback if necessary.
1.1
cont
.
– It may be helpful in some instances to get pupils to reflect on the
feedback and
write their next steps or targets in their
exercise books, or to revise their
work/performance/learning behaviours in the light of feedback there and then.
– Make a mental (or actual) note of pupils’ responses and return to points later to
check on understanding and follow up.
•
Pupils may feel exposed by public feedback.
– The key is to establish a supportive environment in which pupils are
happy to
contribute to the lesson. Share the process by encouraging pupils to talk through
their thinking and identify points at which they went wrong or identify ways to
improve.
– Establish the idea that if you are not making mistakes you are not learning.
– Create a challenge culture over time where genuine errors are perceived as
positive
learning opportunities, and where challenge is welcomed and pupils do not
automatically choose the easiest option.
– Provide opportunities to give private or small group feedback.
– Establish routines for group and guided work.
– Always reinforce the value of the pupils’ contribution.
– On occasions, be willing to acknowledge your own errors or lack of
specific
knowledge.
•
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