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EEF, 2021 Access here
Intent: Why move away from written feedback in books?
Fundamentally, to improve the learner, not just the work!
Celebrate children's excellence.
Inform the curriculum through assessment - equip children with Powerful Knowledge.
Develop children's independence - supporting Attitude to learning.
... whilst also...
Supporting teacher well-being, and ultimately children's well-being too. Our Community Well-Being.
Marking in individual books is high in time requirement, and low in comparative impact. The EEF note that Written methods of feedback, including written comments, marks, and scores, can improve pupil attainment; however, they also acknowledge that effects of written feedback can vary. It is also noted that, done badly, it can hamper pupil progress particularly through 'opportunity cost', that being the time not being spent doing something that could provide a greater impact such as effective planning. There is also a noted impact on teacher well-being: see below (EEF, 2021).
The 'Why?' - Feedback leading to considered planning.
As alluded to above, the process of Whole Class Feedback should inform future planning. It should provoke conversations in planning meetings considering what children have learnt (remembered!) and are able to narrate, as well as agreed expectations amongst teachers of what they should be able to do (achievable, useful and powerful knowledge). If children are unable to narrate their learning, is 'Cognitive Overload' occurring and how can this be prevented?
The graphic to the right visualises some of the possible reasons for cognitive overload and strategies to overcome them. I also feel these can be applied more widely to curriculum design generally; breaking down learning into smaller, sequential chunks of learning can only support children with remembering content.
The Whole Class Feedback form itself promotes the strategies in this visualisation. Important information is prioritised in the 'Spelling Support' and 'Grammar' sections as well as the 'What Went Well' and 'Even Better If...' areas.
The highlighting of a clear path is essential to the 'Top Teacher Model'; teachers should consider the question, 'How would I approach this task?'
Metacognitive Learners
As previously stated, Whole Class Feedback is about improving the learner, not just the work.
We are striving to develop independent, reflective, metacognitive learners by providing them with opportunites to use feedback effectively to refine and improve their work, whilst narrating how they are making their work better this time, and next.
Making 'sticky memories' about learning.
The Evolution of the Whole Class Feedback form.
The intent of Whole Class Feedback is to improve the learner, not just the work.
Initially, we considered the role of the 'Good Ones to Look At' box and agreed that it was not always serving its intended purpose. Good examples of work to look at should be shared in the feedback lesson by the teacher on the interactive whiteboard in any case, with a detailed discussion and modelling of the reasons for choices made.
The 'What Next?' section has become a more specific - I'm finished, how can I extend my learning box. I wanted the journey through the feedback sheet to be based on the idea of 'Must', 'Should' and 'Could'. I must include the correct grammar, spellings and skill highlighted in the 'Even Better If' section. I should include the Top Teacher Model (formerly Top Teacher Tip). I could include the 'What next...'
The other major change is the inclusion of a space for children to narrate their learning. What have they done 'better' within this piece of work, and what will they remember moving forward having had the feedback. This also begins to highlight the impact the sheet has had on their children becoming better writers. Examples of this will be shared below.
Why change to focus on Modelling and Narration? Because the ability to narrate learning means it has become 'stickier' (see below).
Credit for diagrams - @teacherhead / @MissH_biology
More on the forgetting pit and Robertson's ideas around making learning stickier - https://theteachingdelusion.com/2020/03/30/the-forgetting-pit/
Implementation, and Impact
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