To aid feedback, use teacher guidance to identify strengths and areas for improvement. 1. Dot marking: Use RAG dots to help pupils to identify their own strengths and areas for development. Red– incorrect facts, needs more description and explanation Amber– needs explanation in specific detail e.g. statistics, dates, names, examples Green– brilliant answer, fully explained, …
Making comparisons between pieces of learning can really aid a pupil’s understanding. Ask pupils to compare two model answers or approaches to make a comparative judgement about which is the better response and why. This forces the pupil to think qualitatively and observe the similarities and differences of features in the work, rather than make …
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 …
Provide live feedback to pupils can be hugely beneficial, whether this is done remotely or in the classroom via modelling. Evidence suggests pupils who know what success looks like have a goal. Goals can increase motivation and belief. (Locke and Latham, 2002) Furthermore cognitive science states that providing worked examples – models broken into steps …
A very simple strategy to get pupils to enhance the quality of their verbal response. Pose a question, invite a response, provide formative feedback, then request the pupil to “Say it again, better”. Then finally respond to the improve verbal response. Say it again better
A strategy to increase pupil engagement in class discussion/questioning and ensure probing feedback to as many pupils as possible. Keep using feedback as a way of probing to gauge understanding; the focus is on “What have you understood” rather than “Have you understood” Further information here Cold calling
A version of collective feedback where a small group of pupils collectively critique their work via small group dialogue. They offer one another suggestions or advice about how to improve. This may need to first be modelled by the teacher before moving to ‘gallery’ sessions. Click here for guidance how to implement this technique. Class …
It can be challenging to think of ways to provide effective feedback that is personalised, time efficient and seamless. Here are some ideas that staff have been sharing regarding how to provide effective feedback remotely: 1) Feedback shortcuts on an Ipad: It is possible to create your own personalised feedback comments as shortcuts on an …
One of our schools has been sharing ideas about how to get pupils to engage more, or be more active during ‘live’ feedback sessions on Teams. Here are some of the ideas that were shared and some examples: 1) Putting starter questions for the pupils to engage with and get thinking whilst others are joining …
One Drive can be a fantastic way to share resources with pupils, additionally to enable them to upload their work to the folder for the teacher to see, assess, and provide feedback. See below an example of work uploaded for Art, with teacher feedback. See below for video tutorials regarding setting up One Drive: – …