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Feedback that fits your subject…

Feedback that fits your subject…. ‘To craft feedback that leads to learning put yourself in the students shoes’ ‘Help them to maximise their potential at different stages’. Good feedback contains information a student can use. They need to comprehend the feedback.

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Feedback that fits your subject…

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  1. Feedback that fits your subject… ‘To craft feedback that leads to learning put yourself in the students shoes’ ‘Help them to maximise their potential at different stages’

  2. Good feedback contains information a student can use. They need to comprehend the feedback. • Affirmative feedback- be positive and specific- helpful not lecturing…positive praise maintains good practice… • Developmental feedback- help students to see what they need to do differently (includes modifying their behaviour too…) • Informative feedback- include process-focused comments that give suggestions that move the work closer to the target • e.g. Can you add more shading to the… • Try to re-write that sentence so that… • Now try to…

  3. Verbal Feedback…dialogue • ‘What are you noticing about this?’ • ‘Does anything surprise you?’ • ‘Why did you decide to do it this way?’ • Take as many opportunities to give students positive messages about how they are doing (could be non-verbal at times– thumbs up etc) and what might be useful to do next… • …bear in mind HOW the students will hear, feel and understand the feedback…

  4. Written feedback ‘feedback that draws their attention to their abilities as learners is potent if students read it in a way that makes them realise they will get results…’ • Now Try Tasks… • Learners value feedback… • Failure to give feedback can lead to false assessment by the learner…

  5. Pupils Respond to process-focused comments

  6. "Intelligence is not what you know, but what you do when you don't know. " - Piaget

  7. Meta-cognition • Thinking about thinking • Control own cognitive processes • Includes planning, monitoring and evaluation

  8. Importance • Motivation and focus • Furthers understanding • Seek answers not just memorising • Explore the subject not memorising. • Formulating own ideas, instead of just exercises • Active learners.

  9. Most top students already think about their thinking • Their methods are the most logical

  10. What can we do? • Ask open questions… Why? How did you get that answer? • Set cognitive tasks • Metacognitive plenaries

  11. Cognitive task Divide £1 between 5 children so that each child gets 2p more than the previous.

  12. Metacognitive plenary

  13. Success criteria- to maximise performance • KEEP IN TIME WITH THE MUSIC • PUT YOR HANDS ABOVE YOUR HEAD AT SOME POINT • INCLUDE SOME JUMPS • DEMONSTRATE A SPIN • SHIMMAY

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