EFFECTIVE WRITTEN FEEDBACK
Subject Learning Intention Context
Success Criteria (What you need to do to achieve the learning
intention). These are planned, determine the teaching of the
lesson and are gathered from the children and written up just before
they begin work
ArtTo use line and tone
effectivelySketching
houses
Use straight lines to draw house Shade in front door
Houses must have 4 windows, a door, a chimney and a roof
PLANNING FORMATlearning objective
To use knowledge of inverse operations
context
• addition and subtraction• multiplication and division
success criteria• To switch numbers in number sentence
• To switch addition to subtraction and / or multipicaton to division
• To check that answers make sense using a calculator if appropriate
• To explain thinking using rules if possible
Teaching sequence inc. key questions and timingsWhat could missing number in sentence be? 1.2 + ? = 9.1 How do we know? What about ? x 15 = 18 What are the rules for this operation? (5 mins) Model and demonstrate with more examples (5 mins) Ask pupils to feedback in pairs (5 mins) Would these be written or mental strategies? Model solving word problem discuss strategies and sequences of problem solving. (10 mins)
independent activitiessen - (L2a) TA FOCUS GPWhat is the difference between 199 and 403... build up to a bottle holds 1 ltr of lemonade. Sam fills 5 glasses of 150 ml each. How much left?
la - (L3c - 3b) TEACHER FOCUS GP Would you use? activity 23.5 x ? = 176.25 How many cartons of juice costing 30p each can I buy for £2
ma - (L3a-4c)If 7 x 8 = 56 what is 0.07 x 8? Give other decimal facts that are linked to this multiplication fact. Pupils to feed back in plenary
ha - (L4b+)Pupils solve place value spider diagram problem and develop rules to test: 0.4-:-0.1=4 400x0.01=4 40x0.1=4 4000-:-1000=4
PlenaryWould you use a written or mental method to solve the following problem? 25.5 x 176.25? Explain your thinking
Pupils feed back from L3a-4c group
FEEDBACKThe most powerful single modification
that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’
Prof John Hattie, University of Auckland, Influences on student learning, August, 1999
SHAPE OF FEEDBACKopening sentence
linked to effort, progress,
resilience or attitude to learning
2 stars linked to the learning
intention /objective
A wish or a learning question
linked to the learning intention
or objective
WHAT THIS MIGHT LOOK LIKE...Billy, you worked very
hard to sequence these decimal
numbers and didn’t give up. Well done!
*I like the way you ordered numbers using the largest
number first*You remembered the value of each digit in the each decimal
number
Your next learning step is to apply this skill in
solving this word problem...
What is the largest decimal number you can make using the
digits 512?What is the smallest decimal
number you can make using the same digits?
Find the difference between the two numbers.
TYPES OF NEXT STEPS...
Knowledge next steps...
Can you describe the properties of square number
What will be the next square number in the sequence 4, 9, 16 ?
Skills next steps...Can you describe the rule or pattern
in predicting square numbers
Application next steps...
Can you use what you have learnt to solve this word problem...The totals of which 3 square
numbers, when added together, give you the sum of 115
Feedback
1. Praise determination, resilience and hard workAttitudes such as persistence, resilience, courage are arguably more accurate predictors of future
success than facts and knowledge are, so spot them, praise them and encourage them
2. Refer to progress rather than abilityPraising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so
give feedback relative to the progress only
3. Ensure your feedback and praise is credibleGive only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved
praise as this could undermine sincerity and credibility
EXAMPLES OF FEEDBACK
MARKING IN MATHS