Providing Effective Feedback Session Outcomes: • articulate the core purpose of feedback and its impact on pupil progress • articulate the key components of effective feedback • describe the different types and methods of feedback and consider their impact • reflect on the impact of the feedback you provide to your pupils and how you can improve it Links to Teachers Standards: TS 2: Promote good progress and outcomes by pupils TS 4: Plan and teach well-structured lessons Summary of Content: The aim of this session is to introduce trainees to the importance of providing effective feedback. During the course of this session, trainees will explore evidence around the importance of feedback, what makes effective feedback, feedback types and the different methods of feedback. They will also have the opportunity, to reflect and refine their current approach to feedback and apply ideas from the evidence to their own practice. Resources: Session handout (1 x printed per trainee) Facilitator(s) PDL / Associate Ambassador. If Associate Ambassador, they need to attend briefing call. Length: 120 minutes Phase: All Phases INFORMATION FOR SESSION FACILITATOR
Transcript
Providing Effective Feedback
Session Outcomes:
• articulate the core purpose of feedback and its impact on pupil progress
• articulate the key components of effective feedback
• describe the different types and methods of feedback and consider their impact
• reflect on the impact of the feedback you provide to your pupils and how you can improve it
Links to Teachers Standards:
TS 2: Promote good progress and outcomes by pupils
TS 4: Plan and teach well-structured lessons
Summary of Content:
The aim of this session is to introduce trainees to the importance of providing effective feedback. During the course of this session,
trainees will explore evidence around the importance of feedback, what makes effective feedback, feedback types and the different
methods of feedback. They will also have the opportunity, to reflect and refine their current approach to feedback and apply ideas
from the evidence to their own practice.
Resources:
Session handout (1 x printed per trainee)
Facilitator(s)
PDL / Associate Ambassador. If Associate Ambassador, they need to attend briefing call.
Length: 120 minutes
Phase: All Phases
INFORMATION FOR SESSION FACILITATOR
Session breaks ‘A’
2
Morning transition break
10:30 Ground floor (15mins)
Session 2 starts at 10:45 sharp
Lunch
Lunch is at 12:30 (45mins)
Session 3 starts at 13:15 sharp
Afternoon transition break
14:45 Ground floor (15mins)
Session 4 starts at 15:00 sharp
Lunch
As you leave session 2 from these rooms, please go to the SmileRestaurant on the ground floor.
Smile 2, 3 & 4
Expand 2
As you leave session 2 from these rooms, please go to the IlluminateRestaurant on the ground floor.
Imagine 1 & 2
Motivate
Session 3 starts at 13:00 sharp
Do NowConsider and then discuss with another person:
• What is the purpose of feedback?
• Why is feedback important?
Providing Effective Feedback
Session Outcomes
By the end of this session you will be able to:
• articulate the core purpose of feedback and its impact on pupil progress
• articulate the key components of effective feedback
• describe the different types and methods of feedback and consider their impact
• reflect on the impact of the feedback you provide to your pupils and how you can improve it
TDF Links
TS2: Promote good progress and outcomes by pupils
TS4: Plan and teach well-structured lessons
What is the purpose of feedback?
• Let pupils know where they are
• Show pupils how they can improve
• Keep pupils motivated in their learning
• Inform the next step in their learning
• Education Endowment Foundation
• Hattie
• Dweck
• University of Michigan, Institute of Education
Why is feedback important?
What is effective feedback?Effective feedback should:
• Identify an area that requires improvement
• focus on the point that will make the highest impact / most improvement
• be appropriately communicated
• provide specific, concrete steps on how to improve
• motivate pupils to continue to develop
Motivate pupils to continue to develop
Teacher Feedback
LoopPupil
Feedback Types
Task ProcessSelf-
regulationSelf-
evaluation
How can the task
be completed /
improved?
How can I do
better at tasks like
this?
How can I manage
myself to be a
better learner?How good am I?
Research has shown that consistent feedback of any one type is insufficient. Too task focused and pupils
will have difficulty transferring concepts, too general and they may will have difficulty applying to specific
tasks.
Combining Feedback TypesSingle Type
Body position is
important
Remember the steps
in creating an accurate
graph
Correct question 3
Combined Type
Body position is important: hold your arms
straight throughout the movement.
Remember the steps in creating an accurate
graph: what strategy could you use to help you
remember them?
Correct question 3: check the steps to identify
where you went wrong. What will you do
differently tomorrow?
Type
Proces
s
Proces
s
Task
Type
Process
+ Task
Process
+ Self-
reg.
Task +
Self-
reg.
How can combining feedback types help pupils’ learning?
Application to Practice
Using your own marking examples, consider the feedback you provide in relation to the feedback types – task, process and self-regulation.
• Does your feedback focus on any one type?
• Is there a type of feedback that you are currently not providing?
• What are the implications for pupils’ learning?
• How could you improve your feedback to ensure it is balanced?
Feedback
provides
information to
pupils about their
performance and
how to improve it
Written Work Other Work
Verbal
Written
Marking by
teacher
Self
assessment
Peer
assessment
Re-
teaching
concepts
In-class
guidance
Teacher
assessment
e.g of a
presentation
Pupil /
teacher
dialogue
Education Endowment Foundation
(2016)
What are the issues withwritten feedback?
• Time consuming / creates workload
• Low impact v time
• Confusion of purposes
Key Questions:
Is it time manageable?
Does it move pupils'
learning forward?
What is important?Effective feedback should:
• Identify an area that requires improvement
• focus on the point that will make the highest impact / most improvement
• be appropriately communicated
• provide specific, concrete steps on how to improve
• motivate pupils to continue to develop
Identifying an area that needs improvement
Targeting: Selecting a cross-section of pupils’ work to identify a common problem area.
WTE WTE WE WE WGD WGD
WTE: Working towards expected standard
WE: Working at expected standard
WGD: Working at greater depth
Decide what will make the greatest impact
Task Process
How can I do
better at tasks
like this?
Self-
regulation
How can the
task be
completed /
improved?
How can I
manage myself
to be a better
learner?
Appropriately communicate your feedback
Choose a method:
• Standardised Feedback
• Symbol Marking
• Group Verbal Feedback
Standardised FeedbackGrouping next steps for pupils into standard tasks.
(1) Didn’t get it (2) Got it in part (3) Got it
Repeat initial task with additional
scaffolding or support
Develop or improve their answer Go beyond the initial task with a
new challenge
Recreate this graph using the
steps provided
Check that your graph is correctly
labelled
Display the data on your graph as
a pie chart
Re-read your story. Underline
examples of direct speech.
Use the guide to punctuate direct
speech correctly.
Re-read your story. Ensure you
have a capital letter at the
beginning of examples of direct
speech.
Choose a paragraph from your
story.
Re-write it in reported speech.
Symbol MarkingUsing symbols to make our marking more concise and easy to understand.
AP Achievement Point
BP Behaviour Point
OA Objective achieved
PA Objective partly achieved
NA Objective not achieved
SpSpelling mistake – re-
write
// New paragraph needed
WND Word not needed
GD Good description
^ Missing word
P Punctuation needed
Group Verbal FeedbackReteaching - to challenge misconceptions or knowledge gaps
Revisiting Models - to compare their work to a successful model and improve their work against it
Revising Process - to understand the thought process and choices which help to create good work
Which feedback method?Consider the scenarios below. Which of the methods would you use to provide feedback? Consider your reasons.
A
On reviewing class work, it
is clear that a group of
pupils have not
understood the key
concept. Another group
are insecure in their
application of the concept.
The remaining group are
secure in their
understanding.
B
It was apparent during the
lesson, and on review of
pupils' work, that the
learning outcome has not
been met. You have
identified a key error in
pupils' understanding of
the concept.
C
Pupils created the 1st draft
of the opening paragraph
of a story. Pupils have all
met the learning outcome
to a sufficient
standard. They require
your input on how to edit
and improve.
Application to Practice1. Review and reflect on your own marking examples.
2. Consider which of the methods could be used to improve your feedback, in line with school policy.
3. Select one of the methods and plan how you would introduce this method of feedback to your pupils.
Remember: effective feedback should:
• Identify an area that requires improvement
• focus on the point that will make the highest impact / most improvement
• be appropriately communicated
• provide specific, concrete steps on how to improve
• motivate pupils to continue to develop
Key questions to ask• Does it help the pupil to improve?
• Can they understand and respond to it?
• Does it take the most effective form?
• Is it sustainable?
Something to keep in mind!“The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor.”
