1. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
HGIOS
5.2 – Teaching for Effective learning
5.4 – Assessment for Learning
The notes section in each presentation is primarily for the facilitator, indicating additional requirements or information. Please go to the following link for further info.
Group Talk Feedback – A focus on the individual
The objective of this PPT is to explore differing opinions which practitioners have with regards to providing effective individual feedback within a group talk.
This PPT will address the following Quality Indicators from HGIOS 3
QI 5.2 Teaching for effective learning
The learning climate and teaching approaches
Teacher-pupil interaction including learners’ engagement
Clarity and purposefulness of dialogue
Judgements made in the course of teaching
QI 5.4 Assessment for learning
Assessment approaches
Planning learning experiences and activities
Use of assessment information to identify and plan future learning
Arrangements for recording and reporting

2. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Agenda
Activity 1 – Introduction / Starter Activity (5 mins)
Activity 2 – How’s it going / feedback (10-20 mins)
Activity 3 – New Learning (25-40 mins)
Activity 4 – Personal Action Planning (10 mins)
Activity 5 – Summary of Learning (5 mins)
This agenda is fixed and is the same for every presentation in the toolkit.

3. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Activity 1: Voice on the table
In a maximum of 1 minute, share your response to the following:
Think of a lesson in which someone said something that made you laugh or smile . . .
What made you laugh or smile – the actual content of what was said, or the way in which it was delivered?
To start the session choose an activity which is non-judgemental and everyone can contribute.
“Think of something that happened in a lesson that made you smile. You have 30 seconds per teacher to tell the group what it is. No teacher can ‘pass”
The facilitator should model by providing an example
The role of the teachers when it is not their turn is active listening
You may use a stopwatch
Choose respondents-everyone must be involved in this activity
Max 5 Minutes for this activity

4. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Reflecting on performance – teacher led
This clip looks at talking feedback, using a peer assessment approach facilitated by the teacher. P4 pupils discuss their performance in a discussion task with their teacher. The discussion has been filmed, they have watched it back and have reviewed it.
'Reflecting on Performance'
The following video is from the Education Scotland website and can be accessed on
This clip looks at talking feedback, using a peer assessment approach facilitated by the teacher. The group should be given the opportunity to discuss - How does this compare to how we are currently supporting self, peer and teacher assessment within our classroom practice in talk activities?
This question is to be posed by the facilitator – pairs and trios should be given time to discuss.
5-10 minutes
How does this compare to how we are currently supporting self, peer and teacher assessment within our classroom practice in talk activities?

5. SSLN: Pupil Council Meeting
Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Activity 2: How’s it going?
SSLN: Pupil Council Meeting
Was this a good talk/ group discussion?
Who contributed positively/negatively to the discussion?
How did they do so?
The facilitator should pose the following questions to the group, in preparation for viewing the video:
Was this a good talk/ group discussion?
Who contributed positively/negatively to the discussion?
How did they do so?
Staff should watch the video which shows learners taking part in group discussion about homework. Staff should be given time to discuss in pairs, responses to be shared with the group.
Participants may have varying ideas as to what makes a ‘good’ individual contribution to a talk/ group discussion. During the feedback aspects such as volume, eye-contact and captivating content should be acknowledged, as this will be a preparatory discussion for the next task.
15 minutes

6. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Activity 3: New Learning
SSLN - Rainforest
Choose an individual from the discussion:
What feedback would you give him/her? - Remember to include strengths and next steps
The participants, in pairs, should choose one individual that they are going to follow whilst viewing the video. They should make notes on any strengths and next steps.
What feedback would you give him/her? - Remember to include strengths and next steps
Time to discuss their feedback should be given, and this should be shared with the group.
Some of the qualities of an effective individual contribution may include:
Makes at least one positive contribution – verbal or non-verbal
Builds on the ideas of another
Shows awareness of the appropriate time to contribute
Ask questions to clarify
Understands task and purpose of talk – stays on tasks
Acknowledges one another
Shows respect for one another
Actively encourage all group members to contribute
Offers a relevant new idea
minutes

7. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Activity 4: Personal Action Planning
Over the coming weeks, during group discussions choose one or two elements that you are going to explore and evaluate in giving feedback to individuals.
Bring back your findings to the next session
Using the Personal Action plan sheet each teacher chooses one or two elements s/he is going to explore and use during the next month. This may involve doing more of some things and less of others and teachers may need pushing on this.
Activity 4: Personal Action Planning
Have copies of My Personal Action Plan ready to distribute
Pair-share: two minutes sharing your
plan with your partner then swap.
Randomly choose two or three
teachers to share with the group
what their partner is planning
minutes

8. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Activity 5: Summary of Learning
Write your name on the card or post-it and something you have learned today, or reflected upon, which will have a positive impact on your practice.
Leave your card or post-it on your way out.
EXIT CARDS
Distribute exit cards( pieces of card or post its) and ask each member to write their name on the card and one thing that they learned in the workshop on the card.
Collect in the exit cards.
Read through the cards so that you can feedback to the group at the start of the next workshop.
5 minutes

9. Group Talk Feedback – A focus on the individual
Literacy
Toolkit
Follow up links:
SSLN - Listening and Talking
FOLLOW UP LINKS
The facilitator should refer participants to the follow up links which can be accessed independently for further information.
Education Scotland - Assessment
Journey to Excellence - Assessment