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What is the focus of our training session? Learning intentions (We Are Learning To...WALT) 1.To know what feedback is. 2.To understand how to use feedback.

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Presentation on theme: "What is the focus of our training session? Learning intentions (We Are Learning To...WALT) 1.To know what feedback is. 2.To understand how to use feedback."— Presentation transcript:

1 What is the focus of our training session? Learning intentions (We Are Learning To...WALT) 1.To know what feedback is. 2.To understand how to use feedback effectively. Success criteria (What Im Looking For...WILF) 1.I know a concise definition of feedback. 2.I can use effective and good quality verbal and written feedback methods.

2 Why are we focusing on effective feedback? 1.Regular, high quality feedback to learners about their work rapidly improves progress (1yr: typical=0.4; Effective feedback=0.78) 2.One of our appraisal targets is the regular and effective use of feedback.

3 Tips on giving feedback in education... Clip: Dylan Wiliam on feedback

4 Feedback in teaching: Key principles In your handout and full details in the document: Feedback: A detailed guide for St Ivo staff Poor feedback has no impact on achievement and can damage learners. Just a score, level or a praise E.g. Well done, good work; Must do better. The diagram below summarises the key principles of regular, high quality feedback: d) Have links to subject knowledge, subject skills, generic study skills. Who is giving the feedback? Teacher, peer, self. What is the content of the feedback? It should... c) Be formative feedback i.e. – Does it cause thinking? e.g. It must be a focused question or task. Has the teacher ensured that learners respond to or act upon the feedback? e.g. provide lesson time. Can learning progress be seen? What is the type of feedback?: verbal, written HIGH QUALITY FEEDBACK a) Relate to learning intentions, success criteria, mark schemes. b) Be about the task at hand.

5 FEEDBACK means: Giving advice, verbal or written, on how to improve & make progress Teacher, peer, self feedback GOOD FEEDBACK: causes thinking to happen usually a task or question linked to success criteria or mark schemes a response happens creates a dialogue

6 Giving feedback – practical tips: Allow enough class time so students can use feedback to improve.

7 Giving feedback – practical tips: Risk: feedback can become superficial to make it manageable. Consider 2 feedback comments: Precise feedback that can be responded to immediately. E.g. correct literacy errors, knowledge gaps, starter sentences, rewriting a plan. Feedback for broader success criteria e.g. Thematic not chronological approach.

8 FEEDBACK EXAMPLES: STRENGTH: 3 explained reasons given. ACTION: (task or question) Can you give the most important reason, and explain why? RESPONSE: The most important reason was... I think this because... __________________________________________________________________________________________________________________________________________________________________________________ WWW: 3 reasons given. EBI...if you back up reasons with examples. RESPONSE: Examples to back up my points include... FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

9 Feedback in our subjects HODs were recently asked for examples to share and compare. All replies have been collated into a handout. Teacher feedbackExamples of student responses & peer feedback Tools being used to encourage the use of feedback HistorySTRENGTH: 3 explained reasons given – well done John for achieving some of the success criteria. ACTION: In the conclusion, can you say what was the most important reason, and why? I think the most important reason was...I think this because... - Stamp: Strength, Action, Response. - Green pens to distinguish student responses. - Feedback exercise books. Etc... Other subjects Discussion time: See handoutSee handout FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

10 WHOLE GROUP DISCUSSION TEACHER FEEDBACK Any advice or examples to the group about effective teacher feedback? STUDENT RESPONSES/PEER & SELF FEEDBACK Any advice or examples? WHICH TOOLS CAN YOU SUGGEST WORK BEST, AND WHY? Feedback display posters (Strength Action Response; WWW,EBI); Teacher STRENGTH, ACTION, RESPONSE stamp Separate feedback KS3 exercise books Different coloured pens for teacher/student response Post-its; Mini-white boards; Red/amber/green response cards Pupil progress sheets; Others? FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

11 What is the focus of our training session? Learning intentions (We Are Learning To...WALT) 1.To know what feedback is. 2.To understand how to use feedback effectively. Success criteria (What Im Looking For...WILF) 1.I know a concise definition of feedback. 2.I can use effective and good quality verbal and written feedback methods. FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

12 Where can you get guidance? St Ivo Teaching and Learning website for documents: Summary one page document: Learning Intentions, Success Criteria, and Feedback. Feedback at St Ivo: A detailed guide for staff Books: Wiliam, Hattie This powerpoint: Teaching and Learning website. Staff to talk to: Mike Craig, Dan Wilson, Dom Fullman, Amanda Crellin, Sue West. THANKS FOR TAKING PART TODAY! FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.


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