Feedback

Add your own suggestions here - https://docs.google.com/document/d/1pIOHTB0lcfNUdrBZ90Rikn1occVAvjOaprJs83gSAYE/edit?usp=sharing

Feedback Videos

Feedback Takeaways

Try coded feedback points - decide on common misconceptions and areas for improvement as you look through a set of books. Apply a letter or symbol code to each new feedback point,.

Try putting the onus on the pupil - ask pupils to identify where they feel they need feedback; a question mark in the margin will do or highlighting areas they are pleased/unsure about.

Feedback Sandwich - Just like two stars and a wish, this method involves children identifying two things they thought their partner did well and one point for improvement. The improvement comment is sandwiched between the two positive comments!

Be a Detective - Use phrases like 'that's almost perfect but I can see one mistake (this could be related to answer structure). Can you find it?' This way you are giving pupils a clue whilst still getting them to think for themselves to identify the problem (taken from 'Power up your Pedagogy' by Bruce Robertson).

Live Feedback - Where feedback is given to a pupil in the moment through classroom discussions and show-me board questioning. This then allows for praise and suggestions for improvement to be acted on in real time by learners.

Whole-class Feedback - After 'scanning' the responses of the whole class - you can then give feedback to the whole class on their areas of strength and collective areas for development.

Feedback Records - This gives pupils the responsibility for recording their own feedback in some way and detailing how they have acted upon it.

Read, Reflect, Respond - pupils are given time to read comments (preferably at the start of the lesson), pupils then reflect on this feedback (through discussion with the teacher or a peer) before responding in some way (put in to action the feedback received).

Three Minute Conference - Letting students know that they are “almost there” but that you would like to meet with them for a three minute conference helps them understand where they are in their learning. This is an opportunity to give students verbal feedback.

Qwikr - provide personalised feedback using a voice recording (7X faster than written feedback), image or text. Can attach QR codes containing the feedback to pupil work - https://qwiqr.education/

Feedback Cafés - create a relaxed and informal setting where students can discuss their work and provide feedback to each other.

Litmus marking - a simple and quick feedback method where teachers use coloured markers (often red and green) to indicate areas of strength (green) and areas needing improvement (red). It's a quick way to provide immediate feedback, guiding students to focus on specific areas for improvement.

Peer Feedback Circles - Divide students in to small groups. Each student shares their work with the group. Group members offer specific, constructive feedback using phrases like 'I like...' and 'I suggest...'. Students then reflect on the feedback received and how it can improve their work.

Feedback Fortune Cookies - Write personalised feedback messages on small slips of paper. Fold the slips into the shape of fortune cookies. Hand out the 'cookies' to students, encouraging them to open them and reflect on the feedback. (https://www.youtube.com/watch?v=QMLCUwkNJvo)

Feedback before Grade - Students who see feedback before their grade become more proficient learners, outperforming their peers by a full two-thirds of a letter grade on future assignments (Kuepper, Tetzel & Gardner, 2021)

Questions Rather than Corrections - Avoid repeatedly making the same corrections on pupil work. Instead, highlight the sentence/passage with a question mark and ask the students to think about what needs improvement. This lets students know that you have faith in them to address the problem independently and gives them more responsibility for their learning (Edutopia)

Differentiated homework - plenaries were used to gauge the confidence of pupils around different topic areas. Pupils were then directed to specific homework tasks linked to their individual learning needs.

Common Misconceptions - re-occurring mistakes/areas of challenge were identified when marking homework. These misconceptions were then worked on during future starter tasks as a form of whole class feedback.