The risks of giving feedback to vulnerable learners.

1. The Professional Challenge of
teaching vulnerable students
Developing Expertise

2. Who are we focused on?
Students from our vulnerable category
who aren’t making strong progress.
Vulnerable category?
- Scholars / PP
- SEND
- L / LL on entry
- LAC

3. How do we teach vulnerable students – key messages

4. Clear Explanations
Focused and to the point
Mindful of assumed knowledge
Teach, then get them to think / apply

5. Show them how
Model and explain tasks as we set them
‘Do one together first’
‘Do one bit together first’

6. Feedback
valuable / powerful
time-consuming /
difficult

7. Getting feedback: some particular risks
They may not understand the feedback.
They may get too much feedback.
They may compare scores with others and be
demoralised.
Their performance on the assessment may be so
low that it’s hard to give feedback on.
They may not attend the assessment or
feedback lesson.

8. Risk Assessment
• Choose one vulnerable, low progress student
that you teach
• Create a risk assessment for some feedback
you intend to give

9. Why?
A bit of time to stop, think, discuss
‘Crowd-sourcing of ideas’ – we’ll collect in and
look for ‘gems and trends’

10. NAME 11
TB ENGLISH
GCSE Eng Lang mock
Y
Y

11. N

12. Y
Y

13. NAME 11
TB ENGLISH
GCSE Eng Lang mock
Y
Y
•Re-teach ‘use
of language’
Come up with
‘bullet proof’
definition for use
of language
x

14. Y
Y
1) Provide
resource for
learning mentor
on interpreting
feedback targets
2) Elearning
videos
Get SLT support in
making him do
the assessment
again .

15. Next Steps
Review ideas from today
January INSET day
Time to take actions to support our work with
these students
Knowledge
Organisers
Personal Learning
Checklists
Elearning
videos
Quizzes to support the above