1. Feedback : Some thoughts
Thursday, 22 November 2018
jonathan peel SGS 2009

2. What is required? We have to be honest, clear and precise.
We have to be encouraging and positive.
A clash?
jonathan peel SGS 2009

3. Not NECESSARILY: Develop a conscious structure:
Positive opening – there must have been something… use it to create an atmosphere conducive to learning.
ISSUES: avoid simply “telling”. Questioning can be a good way of exploring issues – why did you… explain your thinking… Above all, let the trainee tell you what they thought. Their self-awareness may preclude really honest or frank responses, but the ideas are there.
CONSTRUCTIVE: It is little help if you can offer nothing as a means to improve – remember, however, you are not instructing, you are suggesting.
jonathan peel SGS 2009

4. Context Different approaches for different stages.
The first teaching experience is by turns thrilling and terrifying. Our initial response should seek out the positive and help to build self belief.
As time goes on we need to become more focused in our feedback, always relating discussion to the QTS.
“WE”… are all in this together. Let the trainee know that you have had similar experiences.
jonathan peel SGS 2009

5. PROCESS:
Use the observation sheet and standards together to get a shape for the lesson.
Always agree foci that can be concentrated upon. If you are trying to feedback everything you will miss much.
Once the focus is recognised in the teaching, try to identify areas of weakness and ensure that these are the areas on which you concentrate – try not to let the feedback become diverted (some trainees have a “good reason” for everything. You need to be quite firm here and ensure that the point you wish to make is clear and understood).
jonathan peel SGS 2009

6. Reflect…
Try to get the trainee thinking and reflecting as soon as possible. “Why did you”, “How else might you…”, “Is there a reason?”
Feedback is not about imposing your dogma, it is about allowing the trainee to develop their practice.
jonathan peel SGS 2009

7. And so… to work!
In pairs, consider the following statements. To what extent do you agree?
A school that is a true learning community is one in which constructive feedback is an integral and essential part of the whole process of raising standards and improving T&L
Teachers should continue to observe each other at all stages of their career
All teachers take responsibility for their own professional development by accepting and acting on feedback delivered.
jonathan peel SGS 2009

8. NOW, discuss…
Share the results of your conversations with the whole group. Can we identify key points of any conclusions reached?
jonathan peel SGS 2009

9. Standard 25: All teachers should…
Teach lessons and sequences of lessons across the age and ability range for which they are trained in which they:
(a) use a range of teaching strategies and resources, including e-learning, taking practical account of diversity and promoting equality and inclusion;
(b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge, understanding and skills and meet learning objectives;
(c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively;
(d) manage the learning of individuals, groups and whole classes, modifying their teaching to suit the stage of the lesson.
Before we watch a short film, consider with your partner how you might recognise successful meeting of these criteria…
jonathan peel SGS 2009

10. FILM: Observe and make notes, concentrating on Q25.
In your pair, identify the area(s) you might wish to discuss with the trainee.
SHARE.
jonathan peel SGS 2009

11. DANIEL: secondary teaching.
jonathan peel SGS 2009

12. Zak: primary
jonathan peel SGS 2009

13. Plenary!
What do we think are the key features of constructive feedback?
jonathan peel SGS 2009

14. Scenarios
A trainee appears unwilling to take full responsibility for a class and does not want to ‘teach the class’.
An ‘older’ trainee appears not to accept or follow the advice given by a ‘younger’ more experienced teacher.
A trainee is overheard using inappropriate language whilst disciplining a pupil.
A trainee does not show appropriate respect and Professionalism towards an LSA.
jonathan peel sgs 2009