Part 2 of 2 from Mrs Martin on Whole-Class Feedback. If you haven’t read the first part of this blog then you can access it here.
Feedback doesn’t have to take the form of a set proforma for every task. The right approach for the work you have set must come from responding to the outcomes. Working remotely is definitely different, but in many ways the process of how we respond to learning (or misunderstanding!) should remain the same.
This second blog aims to look at some other methods that might be more appropriate to different circumstances, and different contexts:
- Whole Class Feedback Proformas
- Annotated Examples- Pupils’ work
- Teacher modelling or Providing Correct Answers
- Strategies for Sixth Form
*Use of Auto-marking Quizzes: this Wednesday’s training will touch on how to create Frog Quizzes, with a follow up step by step guide released afterwards.*
Providing Correct Answers
For some tasks, simply providing the correct answers will be sufficient for pupils to check their understanding (especially if you’ve built in other methods to challenge misconceptions previously through your lesson content or other feedback).
This method is useful in response to some multiple choice testing; single answer or short responses that are right or wrong (identifying the correct term/formulas/processes), or worked out responses (such as a mathematical problem). Some examples of format from Maths below:
Both of these examples also linked house points to the effort and outcomes of the pupils’ work, which is brilliant to encourage and help pupils with a sense of achievement.
However, the feedback may also be in the form of a modelled version of the task to demonstrate expectations. Pupils can use this as a comparison to their work; spark ideas for improvement or gain an insight to work at the highest level.
This can take several forms: prose; diagrams; charts; drawings; practical examples so works across a range of subject areas really well.
I’d suggest that this works best as part of live lesson (Zoom) or through a narrated video because it’s easier (and quicker!) to explain why something is effective- or correct- through verbalising it. Clickview videos are brilliant for this and can start a lesson well, providing modelled work for pupils to go back and improve their own versions. However, if this isn’t for you, an annotated or coded written example can work just as well.
Here’s one example of a coded, modelled paragraph that was used as part of the start of a Zoom lesson highlighting where pupils could make improvements in their own work:
Strategies for Sixth Form
The whole class approach may not be suitable for some A Level work. Below is an example of how a generic template can be used quickly and easier to provide more personalised, individual feedback without lengthy annotations or traditional marking.
This example comes from History:
Alternatively, the teacher below has the same feedback for the whole class similar to a WCF proforma, but offers a small amount of personalised response for each of them. I’ve annotated this Maths example to explain where the feedback is general and where it has been personalised:
A reminder! Self-Reflection and DIRT
As I mentioned last time, the above works best when pupils engage with the feedback, and are able to use it to improve their work. I know many departments are working hard to share lesson planning, but if you feel your students need time to consolidate certain elements of the learning, why not set an extensive DIRT challenge following your feedback to support this. In our class rooms we wouldn’t plough on regardless, so don’t worry about responding to the pupils’ needs and slowly down the new content where necessary.
Keeeeeeeep Sharing (think Strictly Come Dancing!)
Sharing the load of planning within our departments is a great idea, but the same applies with feedback. If you create a brilliant feedback proforma, or discover a great strategy for a particular piece of work, then please share it!
If you think the strategy could benefit beyond your department, please let us know.