Our Learners Use feedback to improve

This article contains six great ‘walk thrus’ of the principles behind the ‘Making Every Lesson Count’ : challenge, explanation, modelling, practice, questioning and feedback. You can see the walk through for feedback at the end of this email. We have copies of the original Making Every Lesson Count as well as the English and Science versions in our professional reading library.

In this blog, Tom Sherrington looks at what he considers to be one of the most common difficulties in lessons: “in a class of multiple individuals, it is not straight-forward to find out how successfully each individual person is learning, identifying what their difficulties or gaps are and then to use that information to close their learning gaps with appropriate responses.”

He then outlines various strategies that can be used to address this. From questioning and checking for understanding to retrieval practice, there are some great practical strategies here.

Using the context of Maths, it looks at a coupe of methods of checking for understanding that are relevant for most, if not all, subjects.

This article revisits Dylan Wiliam's five formative assessment strategies. This overlaps with several of our framework principles, particularly ‘Our learners know what they are learning and why.’ There are some useful ideas to support our continued focus on learning intentions (what pupils are learning), purpose of learning (why they are learning it) and Success Criteria (how we will know what pupils have learned).

This article looks at an effective approach to feedback through coaching. This approach could also be applied in teaching and aligns with our framework principle: ‘Our learners use feedback to improve.’

This learning and teaching article looks at some of John Hattie’s work on Feedback. This aligns with our framework principle : ‘Our learners use feedback to improve’ and the focus on effective feedback in our school improvement plan.