The document discusses the importance of feedback for learning. It outlines John Hattie's research showing that feedback has a significant impact on learning when implemented effectively. The staff are committing to focusing on learning this term, including making learning visible and finding ways to continually improve teaching through feedback. Examples of effective feedback include clarifying goals, directing attention to processes, and motivating increased student effort. The document also provides strategies for incorporating feedback into classroom practice, such as engineering discussions and setting challenging goals.

1. The flow of the lesson:
the place of feedback
IF WE GET FEEDBACK RIGHT IT HAS A SIGNIFICANT IMPACT ON LEARNING

2. Reflect and Focus
what exactly are we doing?
 This term we are highlighting that we are intentionally turning our focus to
…LEARNING
 One of our foundation stones is BEP
 Looking at Hattie’s findings of what factors have highest effects on
learning
 We are looking at how to make learning visible
 We are open to finding out that we can do things differently and better
 We as a staff are committing ourselves to ongoing change for the better of
the children, one habit at a time and with each other

3. Success
Criteria:  I can articulate what effective
feedback is
 I can identify one or two new
habits I will implement with a
partner teacher

4. Feedback serves various purposes in reducing
the gap:
Provide cues that capture attention
Improve focus on succeeding
Direct attention towards processes
Provide information about misunderstood ideas
Motivational therefore more student effort

5. What else does Hattie say?

6. WHERE THE CHILD WHERE THEY NEED TO
IS AT BE
Building Relationship and Class Culture:
STUCK?
GREAT!
It was worth you
coming
to school
today !
Guy Claxton

7. “This means there needs to be a classroom culture in
which there is minimum peer reactivity to not knowing
or acknowledging of errors, and in which there is low
personal risk involved in responding publicly and
failing”.
Alton-Lee & Nuthall, 1990
HOW DO YOU FEEL IF YOU ARE IN PD AND YOU COULD BE ASKED AT ANY
SECOND AND YOU MIGHT NOT KNOW THE ANSWER? NERVOUS

8. 3Feedback Questions
Where am I going?
LI’s and SC are very
important
Mastery related
Challenging Goals – this is
when feedback is effective
Laying foundation for self-
regulation
How am I going there?
Progress feedback in relation to
where they started and where they
will end up.
Rapid formative feedback in
relation to criteria of success
Strategies:
- Clarifying and sharing ideas
- Engineering classroom
discussions, questions and
learning tasks
- Encourage students to own
learning
- Activating students as
resources of each other
Where to next?
Helps with choosing next tasks
Leads to self-regulation and
deeper understanding
Challenge them to think of
what their next step is and
how to achieve this.
How can our language
change?
How can we make room for
this in each lesson?

9. Group Challenge:
 Learning Intention: To identify and describe Hattie’s four feedback levels.
 In your groups use a graphic organiser to show the
different levels with:
- A one sentence descriptor
- What it is useful for
- An example of yours
- 2 ways you can do this is class
What are we doing
well and what do we
need to do better?

10. What does Hattie say about …?
Reflect:
 Frequency of feedback to individual children?
 Do we give enough of this? If not why not?

11. Types of Feedback: Discuss…
What is meant by ‘Disconfirmation’ and
‘Confirmation’?
What does Hattie day about Peer
Feedback?

12. Assessment as
Feedback
 Communicating Learning – Dr Cherie
Taylor-Patel
 The learner is the person who needs to
know the most about their learning
 Know your students…know them before
you teach them – Relationship
 Make children assessment literate. Visual
in the class with examples, progress. This
challenges teachers to understand
assessments too
“Teachers too often see
assessment feedback as
making statements about
students and not about their
teaching and hence the
benefits of feedback from
such testing are often
diluted.” Hattie

13. Rapid Formative Feedback
VERY POWERFUL AND THEREFORE INTEGRAL IN OUR APPRAISAL
55Key Factors
• Students are actively involved in their own learning processes
• Effective feedback is provided to students
• Teaching activities are adapted in a response to assessment results
• Students are able to perform self-assessments
• The influence of assessment on students’ motivation and self-esteem is recognised

14. 5 major strategies
 1. Clarifying and sharing learning intentions and criteria for
success
 2. Engineering effective classroom discussions and other learning
tasks that elicit evidence of student understanding
 3. Providing feedback that moves learners forward
 4. Activating students as instructional resources for one another
 5. Activating students as the owners of their own learning

15. So what is the big picture here?
 Where we see our impact as teachers and are continuously evaluating
what we can do to enhance learning
 Feedback is shown to be an effective tool we as educators can use to
optimise learning.
 We need to continually cultivate classroom culture…
“Great you are stuck…you are going to learn something new!”
 We need to make space for this feedback in our planning
 We need to focus on LEARNING and listen to what learning is visible
 See how assessments give us information on OUR TEACHING
 Choose an aspect that we are going to specifically focus on developing.
Discuss with a teacher you work closely with.