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Detailed Feedback takes more time, but it is designed to get the student to do the thinking and then allow them the time to enact the suggested changes.
Detailed Feedback takes more time, but it is designed to get the student to do the thinking and then allow them the time to enact the suggested changes.
Keep these in mind when providing detailed feedback:
Keep these in mind when providing detailed feedback:
- This usually takes place at the end of a task, but should not be the first or only time a student receives feedback from their teacher
- This level of feedback can be comprised of a combination of written and verbal comments and discussions
- Time has to be allocated to engage with and enact the feedback provided
- After the feedback has been provided, students can make a plan on how to enact and make improvements to their work
- Remember the literacy levels of your students when providing feedback - often verbal feedback will be much more effective than written feedback
Strategies to help students act on feedback:
Strategies to help students act on feedback:
- Provide suggestions for improvement
- Develop symbols to reduce writing and clarify what your feedback is asking the students to actually do
- Reflect on your feedback and its effectiveness
Providing Suggestions for Improvement
Providing Suggestions for Improvement
The purpose of feedback is to drive student improvement. By indicating what needs attention you identify strengths and weaknesses, but without suggestions, these areas may remain unimproved.
Suggestions can be:
Closing the Gap: comments to get students from where they are to where they want to be
Turning the Wheel: comments focused on redirecting students to the learning intentions or success criteria
Reflections: comments left open-ended in order to inspire the student to move into higher-level thinking
Detailed Feeback is often provided at the end of a task, but that doesn't mean you don't provide time to review and enact the feedback you have provided! Find ways to allow your students the time to grow.
Examples:
Some comments can be open-ended:
'What could you change about this sentence to make it more descriptive?'
How would focussing on your fluency help your reading to improve?
Feedback Stacks can help deliver constructive criticism. Layer your feedback as a positive, an area to improve, and end with a contextual comment, (I liked X because Y, now try adding Z).
Use Example/Scaffold/Reminder comments, you can read more about them here.
Discuss your feedback with the student. You can ask follow-up questions such as:
Would an example help clarify this comment?
What can you do if you get confused again?
Where do you think you can go from here?
Is there anything I can clarify for you?
Coding Your Comments
Coding Your Comments
Detailed feedback can take time to complete, and it can also appear overwhelming to students. To help alleviate both of these, you can develop symbols or codes for your feedback that take less time to write or draw, and are smaller and less intimidating to the students.
Symbols and codes can help save time and clarify feedback, but they are only as effective as the understanding of the students! It is important to carefully define what your symbols mean.
Examples:
Simple drawn or sticker emojis can be used to indicate areas of support in a student task
Students can use this method as well to clarify what they do and do not understand about the teacher feedback
You can give coded feedback verbally as well
* Be more like a lion here! Be brave and powerful"
'This is a very fluffy cloud of an idea!'
'How can you make this more you, like a mirror?'
Reflect on Your Own Feedback
Reflect on Your Own Feedback
The feedback process is full of possibilities, but without reflecting on your own part of this process there may be missed opportunities for helping you and your students grow. Ask yourself the following questions:
Was I clear about my feedback?
Did I relate my feedback to the Learning Intentions or Success Criteria?
Have I noted both positive areas of work and areas for improvement?
Did I provide strategies to help students improve their work?
Have I allowed the students time to read and enact the changes I have suggested?
Reflecting is a never-ending process in providing feedback. Classes evolve, new year groups come in, and even individual students may require adjustments to the feedback you are providing.
Examples:
You can ask yourself the following questions about the feedback you are providing:
Was I clear about my feedback?
Did I relate my feedback to the Learning Intentions or Success Criteria?
Have I noted both positive areas of work and areas for improvement?
Did I provide strategies to help students improve their work?
Have I allowed the students time to read and enact the changes I have suggested?
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