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Some characteristics of constructive



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Some characteristics of constructive 
written feedback include: 
• focusing on the learning objectives selectively 
• confirming that pupils are on the right track 
• stimulating the correction of errors or improvement of a piece of work 
• scaffolding or supporting pupils’ next steps 
• providing opportunities for pupils to think things through for themselves 
• commenting on progress over a number of attempts 
• avoiding comparisons with other pupils 
• providing pupils with the opportunities to respond 


92 
Questioning and dialogue
Teaching strategies for effective dialogue 
Eavesdropping on group dialogue 
Teacher listens for evidence of learning either 
to transfer ideas from one group to another or 
to feed into later whole-class dialogue. Here 
they can plan the order in which groups feed 
back to orchestrate rich whole-class discussion. 
They may prime pupils in preparation for this. 
Sometimes they may intervene to stimulate 
more effective group discussion. 
Questions linked to resources or tasks 
A resource is used to help open up an issue 
through a specific question – for example, the 
two plants discussed in handout 7.1 (part 2). 
Resources can be powerful aids if they are 
chosen to set up and complement both 
challenging questioning and 
learning through responses to the challenges. 
 
Wait time after a teacher question 
Pupils are given time to reflect independently 
on a question, to think and formulate ideas 
before being asked to answer. 
 
Big questions 
A significant question that cannot be answered 
immediately. By its nature, it draws answers 
from many pupils and encourages them to 
come up with a list of smaller questions they 
need to answer before an answer to the big 
question can be formulated. Sometimes the 
‘smaller questions’ are provided by the teacher. 
Rich questions 
Open-ended, higher-order questions which 
require learners either to link or to apply ideas, 
give reasons, summarise or evaluate. 
Sometimes they force pupils to ask themselves 
further questions to qualify what the question 
is actually asking them to explain. The answers 
to such questions generally require extended 
answers. 


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