1. Promoting further learning Part 2: the details

2. Aim: To develop/strengthen your knowledgeof feedback strategies which help toclose the gap between current learningand the desired goal. (Capability 4 – Promoting further Learning)

3. “You can ’ t learn without feedback … It ’ s not teaching that causes learning. It ’ s the attempts by the learner to perform that cause learning, dependent upon the quality of the feedback and opportunities to use it. ” Grant Wiggins

4. The teacher’s/leader’s role and the learner’s role

5. Promoting further Learning “Providing appropriate support is a skilled act of teaching that must both leave students (and teachers) with responsibility and motivation for their learning and also help them to advance that learning. It is the heart of effective teaching and is a capability we never perfect.” (Absolum, 2006, p.120)

6. The best kind of feedback... The first form of feedback, for a self-regulating learner, is feedback to self. Feedback to self happens through self assessment against success criteria and self assessment against examples of quality. Feedback from others (teacher/peer) is useful: when feedback to self is insufficient to help learning to check the quality of feedback to self.

7. The best kind of feedback... Is student initiated – they self assess against the Learning Intention and Success Criteria and approach the teacher for feedback when necessary The teacher may need systems in place so students can indicate their need for feedback. Consider also a ‘speaking frame’. “This is the bit I need help with” “I’ve met these criteria, but not this one. I don’t know how.” “I’ve met my goal. I think. Can you check? We need to choice a new goal.”

8. The best kind of feedback... Is focused on the criteria. However, if you need to give feedback on something outside the criteria, make it clear to the student you are doing this and the reason for it. e.g. I’ve noticed something in your work that isn’t part of the success criteria, but I think it will really help your learning. I think it’s important that we look at that as well.

9. The best kind of feedback... Provides the right kind of support for that student, at that moment, with that particular learning. I.e. having the right tool for the job.

10. Ways of promoting further learning Feedback – (using prompts of reminder, scaffold and reminder) Reinforcement Explanation Learning Conversations Feedforward These can be used in either oral or written form In a group, roaming or more in depth 1:1 conversation

11. Shirley Clarke’s feedback prompts There are three types of feedback prompts you can use to ‘close the gap’, depending on the needs of the student Reminder Scaffold Example

12. Choosing the right feedback prompt How we provide suggestions for improvement is critical in ‘closing the gap’ for students. Improvement is more likely if we use the kind of feedback prompt that best meets the need of the student.

13. Reminder prompt More suitable for your more able students or where students have just forgotten what to do and they just need a reminder and they will be away with their learning e.g. Don’t forget that adjectives also help to paint a picture in the readers mind.

14. Scaffold prompt Most suitable for students who need more structured support There are a variety of ways we can use scaffold prompts: Question: Why don’t you try using a simile to describe how he eats? Directive: Use a simile to compare him with something. Unfinished sentence: He chewed his food like a…

15. Example Prompt Suitable for all students, especially where learning is new or for students who are struggling and need more support. Try giving two examples for the student to choose from e.g. Try a simile to describe your character. Maybe ‘He ate his food like a pig’ or ‘He gulped down food like a greedy pelican’.

16. A practical activity Writing: The Book Parade Choose a part of the story that might be improved to meet the criteria and mark it with an asterisk in the margin At the bottom of the student’s writing give the child some feedback using a reminder, scaffold and example prompt. Reading: What kind of person is Mildred (As per handout)

17. Remember Consider the needs of the student and what the most useful prompt (relevant to the SC) would be Consider the amount of feedback – not swamping with too much detail, not giving so little support that they don’t know how to improve Check in with the student about the support needed “Is that enough or do you need an example? Check the adequacy of the feedback – Do you know what to do next? Is that enough help? What will you do if you get stuck again? Give students time to act on the feedback given

18. Other ways to promote further learning Explanation: Is there a gap in understanding. So I need to explain something a little more. Reinforcement: Where affirmation is given for any effort or success. Make it descriptive - Which criteria have they met? Learning Conversation: Is there something bigger that we need to have a conversation about? It’s also ok to tell them, rather than question, question, question.

19. Other ways to promote further learning Feedforward: Students have met all the criteria and are ahead of other students in their learning. They need to go beyond the current learning. So use resources that enable students to set new goals to achieve. asTTle ILPs Exemplars Other displays (Will see what this looks like after lunch)

20. Written feedback The same principles (except it’s more difficult to check how feedback is received) Self/peer assessment against criteria Student initiated: I need help with … Feedback relevant to the criteria Most suitable prompt for the student Time to read the feedback and ask questions if necessary Time to act on feedback

21. Routines which may be needed Scaffolding students so they are able to initiate feedback conversations Students informing teachers they are ready for feedback Acting on feedback that has be given Self and peer assessment routines

24. Next steps

25. Links to other capabilities What aspects of ‘Clarity’ are essential for effective feedback to take place? How is self assessment essential to effective feedback? How is reflection essential to effective feedback? Links to effective leadership practice: What principles apply to feedback to colleagues?