1. The document discusses the importance of feedback and provides examples of feedback received by the author throughout his career, both positive and negative. 2. It then summarizes research on effective feedback practices, including making feedback a two-way process that encourages students to think about their work and addressing three key questions: where am I going, how am I going, and where to next. 3. A variety of specific feedback techniques are presented, such as live marking, gallery critique, and the struggle plenary, that aim to make students think and take action in response to feedback.

1. Feedback matters
Shaun Allison
@shaun_allison
http://classteaching.wordpress.com/

2. “You’re rubbish sir.....can we
have Mr Smith back?”
- Y9 student to me as an NQT

3. “You look like a bleedin’ hippy
tramp – what school’s gonna let
you teach kids?”
-My Dad to me when I told
him I was thinking about doing a PGCE

4. “If you’re just going to copy each other
like pathetic little infants, you may as
well pack up, leave and go home to
mummy and daddy”
- University Lecturer to me and 2 friends

5. 1985
Feedback...
...from Mr
Clarke

6. My path to sporting excellence

11. •Set myself the goal of being world
number 1 in 12 months.
•Scrutinised the best players in the
world
•Asked the best players to watch me
and give me feedback on how I played
•5 hours of practice every day
•Didn’t believe I would lose
•At the end of every game, sat down
with my team mates and discussed
how we could have played better.

14. Today
• What the research evidence / people say
about feedback.
• Developing a feedback policy.
• Some sensible strategies to try out.

15. The Power of Feedback – John Hattie & Helen Timperley
http://education.qld.gov.au/staff/development/performa
nce/resources/readings/power-feedback.pdf

16. John Hattie

17. John Hattie

20. An OFSTED inspector (Mary Myatt) on
feedback….

21. David Didau, TES, 19 Sept 2014

22. Phil Beadle on Marking
TES

23. More from @MaryMyatt

26. “I’ve become a real convert to
marking. I spend half as much
time planning as I used to, as my
marking is my planning and my
teaching is much more focused on
what they can’t do well. I feel that
I actually know my students – and
so can teach them better”
- Teacher at DHS

27. So, what I think about feedback
Feedback that just tells students what to do
is not helpful – compounds dependency.
Feedback should make students think about
their work and how they could develop it –
develops autonomy.
Feedback should make students do
something.

28. Keep them in the struggle zone

30. What our marking policy used to say
• All exercise books to be marked once a
fortnight

31. • Not really acknowledging all types of
feedback.
• Didn’t really require the students to do
anything.
• Marking = red ticks.
• More concerned with teacher
accountability.
• Often ended up with teachers flicking
through 4 weeks worth of marking to ‘catch
up’

32. Aims of our policy

35. Feedback – Digging Deeper
2 Way Process
3 types of feedback questions

36. 2 way process

37. “Marking is
planning”
David Didau

38. Student to teacher
• In the lesson
• In between lessons
• In between units of work
• Reviewing the curriculum

39. 3 feedback questions
1. Where am I going? How have they
performed against a specific learning
goal?
2. How am I going? How have they done
with working on a particular task?
3. Where to next? – How can we
deepen/extend their learning?

40. Some feedback techniques....

43. Can you think of an
example to
illustrate this
statement?
Phrase feedback
as a question..

48. @ChrisMoyse

49. Andy Tharby @atharby

52. The post homework lesson
•Do it
•Mark it
together
•What did we
struggle with?
•Why did we
struggle with
it?
•Fix it.

56. Sam Down @SDown4

58. Post Assessment Feedback

61. Supported Redraft

62. Layered Writing

63. Live Marking

68. Repeat after me
1. Give the student the verbal feedback: ‘As well as
describing the changes in velocity of a falling object, you
need to explain it using forces.’
2. Get the student to repeat the feedback back to you in
their own words.
3. Ask the student ‘So what is the first thing you are going to
do?’, and wait for them to tell you.
4. Return to the student in 5 minutes and check that they
have completed the improvement.

69. Pre flight checklist
Dan Brinton @dan_brinton

70. Refinement
Log
Pete Jones
@Pekabelo

71. Gallery Critique

74. Subject
Exhibitions

75. Positive Self Verbalisation
• How did you get to that answer?
• Why did you do it like that?
• Did you use any other unsuccessful
methods before coming up with this
successful one?
• What was difficult about it?
• What makes it a good answer?
• What advice would you give to anyone else
who is struggling?

76. Highlighter Action

77. The Struggle Plenary

78. 5 minute flick

79. Find 5
• Jess: Oh please read it, sir. I’ve tried my
hardest. I want to know how to improve.
• Teacher: OK, Jess, just quickly.
Perhaps this might be better if:
• Jess: Oh please read it, sir. I’ve tried my
hardest. I want to know how to improve.
• Teacher: I would like you to re-read it, Jess,
and make five improvements. When you show
me you have done that, I will read your work.

80. Reteach it....

81. Reflection
How can we make sure that our feedback
makes students:
a) Think
b) Do something
And that it informs our planning?

82. 1. Is feedback a 2 way process?
2. Does feedback encourage them to think about their work, or just tell them what to do?
3. Does the teacher reshape and adapt instruction in response to student feedback?
4. Is our teaching (within and between lessons) and curriculum planning responsive, based
on the performance of students?
5. Do we use a good variety of feedback that encourages students to consider – Where am I
going? How am I going? Where to next?
6. Do we focus our feedback on – the task, the process and encouraging self-regulation?
7. Is personal feedback focused on the effort and hard work that students put in to their
work?
8. Is there a good mix of verbal and written feedback?
9. Are students encouraged to critique the work of their peers? Are there opportunities
provided for students to do this e.g. through ‘gallery critique’?
10. Are there opportunities for the ‘public presentation’ of work?
11. Is feedback kind, specific and helpful?
12. Is feedback designed to make students think – instead of giving them the answer?
13. Is feedback timed right i.e. are students given enough ‘struggle time’?
14. Are students expected to move towards ‘closing the gap’ by responding to feedback e.g.
DIRT – Directed Improvement & Reflection Time?
15. As a result, do students know what they have got to do to achieve?
16. Are self-assessment strategies such as proof-reading, editing and redrafting employed to
aid metacognition?
17. Do students get useful feedback on their homework, as well as their classwork?
18. Are you allowing students to struggle and take risks through the tactful withholding of
feedback