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 I’m Looking For...WILF)
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: GOOD FEEDBACK:
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. STRENGTH: 3 explained reasons given.
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 feedback
Examples of student responses & peer feedback
Tools being used to encourage the use of feedback
History
‘STRENGTH: 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 handout
See 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 I’m Looking For...WILF)
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. THANKS FOR TAKING PART TODAY!
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.