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General Feedback should not take more than a few minutes per student, so it is important to plan ahead, normalize the process, and involve your students.
General Feedback should not take more than a few minutes per student, so it is important to plan ahead, normalize the process, and involve your students.
Keep these in mind when providing general feedback:
Keep these in mind when providing general feedback:
- Feedback should be linked to the learning intentions, success criteria, or both
- Timely feedback is critical, so prioritise the most important 3-4 feedback comments for your students - this saves you time as well!
- Avoid too much focus on 'surface level' issues with student work, (punctuation, spelling, etc)
- Marking can be a form of feedback, but most feedback should be qualitative instead of quantitative
- Priase ≠ Feedback
- Remember the literacy levels of your students when providing feedback - often verbal feedback will be much more effective than written feedback
How to normalise feedback:
How to normalise feedback:
- Create a Feedback Cycle with normal feedback and action periods for students to continue developing their skills
- Ask students if the feedback is appropriate for them, make them part of the process
- Feedback should be provided during and not simply at the end of a task
Creating a Feedback Cycle
Creating a Feedback Cycle
The parts of a Feedback Cycle can be thought of as:
(Re)Define Learning Intentions and Success Criteria
Feedback on student progress
Students Revise, Teachers Reflect
Repeat as often as you need
This cycle can be performed several times as students work on a task, or even in longer time scales. Students can now continually develop their work, and teachers can stay connected to the students and revisit or re-evaluate the learning intentions and success criteria.
The key is building the relationship and trust with your students that you are helping them improve, no matter what their level currently is.
Examples:
Students create and and add to an individual or shared word wall or definitions page
Students use a reflection journal to write about challenges, teacher reviews on a regular basis
Use a drafting model of writing where students can use feedback to make changes
Students are encouraged to share constructive critiques after presentations or demonstrations
Creating a schedule for guided reading and/or conferencing with small groups
Making Students Part of the Feedback Process
Making Students Part of the Feedback Process
Students can learn a lot from evaluating their work, the work of their peers, or the work of their class. By involving them in the process both the student and teacher can gain valuable insights into what is happening and how it can be addressed. This can be accomplished in several ways, but by including students in the feedback cycle you can develop student agency and engagement as well.
This process may take time to be successfully completed by the students. It would do well to be a regular process with heavy moderation from the teacher at the start to set guidelines and expectations.
Examples:
Students have co-constructed learning goals on their desks, which can be used as a reference point for self and teacher feedback.
Students complete exit tickets with smiley and frowning faces indicating how they felt during that lesson
Students use 5-fingers to indicate levels of understanding
Students work with the teacher to evaluate the learning intentions and success criteria, discussing what success might look like in the classroom
Providing roles within a collaborative group task, with opportunity to reflect and discuss from each roles' perspective at the end of the task.
When To Provide Feedback
When To Provide Feedback
One critical factor to effective feedback is timeliness. If feedback is simply provided at the end of a task, there is no time for the student to reflect or engage with the suggestions, and they can easily be forgotten. Feedback should be provided early and as often as needed to help guide your students and keep you informed of their progress.
Feedback early, feedback often! Look for an opportunity to provide formal feedback for your students and check again to see if your suggestions were taken on board, and what else can be developed.
Examples:
Be mobile when students are working independently and check in with students sporadically. Identify small areas of their work that they have worked really hard on, or areas that may need further addressing.
Group and regroup students so that students who may need additional support or instant feedback may be working closer to the teacher.
Use time wisely - small breaks in the schedule such as quiet reading and fruit breaks are ideal to pull a few students aside and provide more structured feedback.
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