Making Feedback and Marking Count
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Oral feedback during lesson time is equally valid and just as effective as formative written feedback in supporting pupil progress. In fact, some would argue that effective teaching hinges absolutely on oral formative feedback and higher order questioning on a lesson by lesson basis. When thinking of oral feedback it is important to remember the three possible parties in the class: the learner, peers and the teacher. Here are two ways to incorporate effective oral feedback into our lessons ...
ABC feedback
This is a simple model for students to respond to one another. A = Agree with… B = Build upon… C = Challenge. Not only does this enable effective collaborative learning it also enriches the quality of feedback learners are able to offer one another. The teacher is the ultimate guide, but students can develop their thinking more independently. This could be used across all Key Stages, especially when working on developing arguments and persuasive writing skills. Equally, this could be turned into effective written feedback.
TSSSTSSS
This is basically a method of questioning to elicit oral feedback. The ‘Teacher-student-student…’ approach moves us away from teacher-led questioning and encourages students to feedback on each other's ideas. It is closely related to the 'Basketball not Tennis' idea during which students bounce their views around the room, building upon the ideas of their peers.
But do we need to note it?
An idea to get our good practice recognised during book inspections ...
Within the current climate of lesson observations and book scrutiny, we sometimes feel compelled to fill pages with essay-like formative comments which, a lot of the time, are largely ignored by students yet are praised in good-practice reports by inspectores. During the drafting process and when students are completing class based tasks, we may have provided equally valuable oral feedback which aided the student to improve their work there and then. To ensure that this good practice is noted we can use:
'OFG'
in the margin of a learner's book to show that we have identified an area for improvement and that the student has acted upon it. This applies equally to teacher and student feedback.
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