A blog from Mrs Martin with some more examples of whole-class feedback.
Following on from last week’s training, I wanted to share some examples that demonstrate how whole class feedback might like look in different formats. This first blog will focus on the first two categories from below:
- Whole Class Feedback Proformas
- Annotated Examples- Pupils work
- Teacher modelling or Providing Correct Answers
- Use of Auto-marking Quizzes
Whole Class Feedback Proformas
When it comes to proformas, it’s all about finding the right approach for you and the type of feedback you need to give. This could be determined by subject, or even the content of the lesson/learning taking place.
Most WCF proformas tend to look fairly similar with boxes and headings to direct the feedback, and to support pupils in using this to make improvement. You’ll find lots of examples in this blog or by searching online. If searching for yourself, just remember to take out anything that singles out pupils for negative reasons.
Top Tip: As each proforma will have slightly different headings consider what type of feedback would suit the task best and add most value. One or two headings might be all that is needed!
Format 1: WWW/EBI
Download this example here: WWW EBI Example
Get a template here: WWW/EBI Template
This type of WCF mimics the language you may use in individual marking. Pupils will recognise the format of WWW and EBI and instantly see where the strengths and weaknesses were across the class. Linking pupils loosely to the feedback (as seen at the bottom with the house point allocation) helps to guide them to how well they’ve done.
Format 2 – An example from History
The below example has been created by History and demonstrates what the feedback in these boxes might look like:
Download this example here: History example
Get a template here: History template
Or a simpler verision here without the ‘Hall of Fame’: History Template
Format 3 – Annotated WAGOLL (What a good one looks like)
This method involves sharing a good example from the class.
Top Tip: Annotating pupil work is more effective when you have outlined success criteria for the task in the lesson. The example below uses the same colour coding when setting the task and when giving feedback, for consistency.
Download this example here: Annotated WAGOLL
Lastly…Self-Reflection and DIRT
All feedback works best when pupils engage purposefully with it. This could be through re-drafting/re-attempting a task, or applying new understanding in a different context. Setting DIRT is a key step, but the method you choose will depend on the context of the work.
Top Tip: Some pupils will be really well trained and confident in reflecting on the quality of their work alongside feedback, whereas others might feel totally lost. Guide the DIRT with clear instructions of HOW to use the feedback; sometimes simple instructions such as the ones below is all that is needed to walk the pupils through this process:
- Read through the WWW comments carefully
- Read through your work again and highlight where you hit this successfully
- Repeat with the EBI comments and highlight in a different colour
- Identify the most important thing you could do next time to ensure your work improves- write this down as a target at the top of your next piece of work to keep you focused.
I hope you’ll have a go at using some of these resources.If you have something you think others could make use of, please let us know, and keeeeeep sharing!