In order for pupils to make progress, feedback should be more work for the recipient than the donor. (Dylan Wiliam)
If feedback is to move pupils forward it can be helpful to reframe it as an instruction to do something:
Rewrite: Pupils rewrite or add to parts of their work, sometimes by using a different coloured pen.
Refine: Pupils uplift their own work, or someone else’s. By editing and improving one piece of work until it is excellent, pupils focus on specific aspects of feedback and achieve a higher standard than they might have before. (examples)
Restructure: Pupils redo work, but present it in a different way. (e.g. Graphic Organiser) (examples)
Reapply: Pupils apply what they have learnt to a different question or task.
Recreate: Pupils use feedback to create their own model answers. (Recreate)
Repeat: Pupils practise something specific, each time paying attention to a particular skill, element or detail.
Retrieve: Pupils address mistakes with carefully-targeted retrieval practice. Requires pupils to consolidate their understanding by practising and recalling the concept/skill again.
Here are some examples of these strategies in action: Feedforward
