Post on 29-Nov-2014
description
Feedback matters
Shaun Allison@shaun_allison
http://classteaching.wordpress.com/
“You’re rubbish sir.....can we have Mr Smith back?”
- Y9 student to me as an NQT
“You look like a bleedin’ hippy tramp – what school’s gonna let you teach kids?”
-My Dad to me when I told him I was thinking about doing a PGCE
“If you’re just going to copy each other like pathetic little infants, you may as well pack up, leave and go home to mummy and daddy”
- University Lecturer to me and 2 friends
1985 Feedback...
...from Mr Clarke
My path to sporting excellence
•Set myself the goal of being world number 1 in 12 months.
•Scrutinised the best players in the world
•Asked the best players to watch me and give me feedback on how I played
•5 hours of practice every day
•Didn’t believe I would lose
•At the end of every game, sat down with my team mates and discussed how we could have played better.
Today
• What the research evidence / people say about feedback.
• Developing a feedback policy.
• Some sensible strategies to try out.
The Power of Feedback – John Hattie & Helen Timperley
http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf
John Hattie
John Hattie
An OFSTED inspector (Mary Myatt) on feedback….
David Didau, TES, 19 Sept 2014
Phil Beadle on MarkingTES
More from @MaryMyatt
“I’ve become a real convert to marking. I spend half as much time planning as I used to, as my marking is my planning and my teaching is much more focused on what they can’t do well. I feel that I actually know my students – and so can teach them better”
- Teacher at DHS
So, what I think about feedback
Feedback that just tells students what to do is not helpful – compounds dependency.
Feedback should make students think about their work and how they could develop it – develops autonomy.
Feedback should make students do something.
Keep them in the struggle zone
What our marking policy used to say
• All exercise books to be marked once a fortnight
• Not really acknowledging all types of feedback.
• Didn’t really require the students to do anything.
• Marking = red ticks.• More concerned with teacher
accountability.• Often ended up with teachers flicking
through 4 weeks worth of marking to ‘catch up’
Aims of our policy
Feedback – Digging Deeper
2 Way Process3 types of feedback questions
2 way process
“Marking is planning”
David Didau
Student to teacher
• In the lesson• In between lessons• In between units of work• Reviewing the curriculum
3 feedback questions
1. Where am I going? How have they performed against a specific learning goal?
2. How am I going? How have they done with working on a particular task?
3. Where to next? – How can we deepen/extend their learning?
Can you think of an example to
illustrate this statement?
Phrase feedback as a question..
@ChrisMoyse
The post homework lesson
•Do it•Mark it together•What did we struggle with?•Why did we struggle with it?•Fix it.
Sam Down @SDown4
Post Assessment Feedback
Supported Redraft
Layered Writing
Repeat after me1. Give the student the verbal feedback: ‘As well as
describing the changes in velocity of a falling object, you need to explain it using forces.’
2. Get the student to repeat the feedback back to you in their own words.
3. Ask the student ‘So what is the first thing you are going to do?’, and wait for them to tell you. 4. Return to the student in 5 minutes and check that they have completed the improvement.
Pre flight checklist
Dan Brinton @dan_brinton
Refinement Log
Pete Jones@Pekabelo
Gallery Critique
Subject Exhibitions
Positive Self Verbalisation
• How did you get to that answer?• Why did you do it like that?• Did you use any other unsuccessful
methods before coming up with this successful one?
• What was difficult about it?• What makes it a good answer?• What advice would you give to anyone else
who is struggling?
The Struggle Plenary
Find 5
• Jess: Oh please read it, sir. I’ve tried my hardest. I want to know how to improve.
• Teacher: OK, Jess, just quickly.
Perhaps this might be better if:
• Jess: Oh please read it, sir. I’ve tried my hardest. I want to know how to improve.
• Teacher: I would like you to re-read it, Jess, and make five improvements. When you show me you have done that, I will read your work.
Reflection
How can we make sure that our feedback makes students:
a) Thinkb) Do something
And that it informs our planning?
1. Is feedback a 2 way process? 2. Does feedback encourage them to think about their work, or just tell them what to do?3. Does the teacher reshape and adapt instruction in response to student feedback?4. Is our teaching (within and between lessons) and curriculum planning responsive, based
on the performance of students?5. Do we use a good variety of feedback that encourages students to consider – Where am I
going? How am I going? Where to next?6. Do we focus our feedback on – the task, the process and encouraging self-regulation?7. Is personal feedback focused on the effort and hard work that students put in to their
work?8. Is there a good mix of verbal and written feedback?9. Are students encouraged to critique the work of their peers? Are there opportunities
provided for students to do this e.g. through ‘gallery critique’?10. Are there opportunities for the ‘public presentation’ of work?11. Is feedback kind, specific and helpful?12. Is feedback designed to make students think – instead of giving them the answer?13. Is feedback timed right i.e. are students given enough ‘struggle time’?14. Are students expected to move towards ‘closing the gap’ by responding to feedback e.g.
DIRT – Directed Improvement & Reflection Time?15. As a result, do students know what they have got to do to achieve?16. Are self-assessment strategies such as proof-reading, editing and redrafting employed to
aid metacognition?17. Do students get useful feedback on their homework, as well as their classwork?18. Are you allowing students to struggle and take risks through the tactful withholding of
feedback