SimonKnight: SimonKnight moved page Giving Effective Oral Feedback/Document to Giving Oral Feedback/Document without leaving a redirect

2012-09-17T16:06:08Z

SimonKnight moved page Giving Effective Oral Feedback/Document to Giving Oral Feedback/Document without leaving a redirect

← Older revision

Revision as of 16:06, 17 September 2012

SimonKnight: Created page with "Providing feedback Learners need information and guidance in order to plan the next steps in their learning. Oral and written feedback are closely interrelated and provide o..."

2012-09-17T16:04:31Z

Created page with "Providing feedback Learners need information and guidance in order to plan the next steps in their learning. Oral and written feedback are closely interrelated and provide o..."

New page

Providing feedback

Learners need information and guidance in order to plan the next steps in their learning. Oral and written feedback are closely interrelated and provide opportunities for teachers to identify learners’ strengths and to give clear and constructive advice on which areas need improvement. A supportive classroom ethos is essential so that pupils feel safe to take risks, for example by giving speculative responses to challenging questions. Once teaching routinely provides good oral feedback, then it is possible to provide more informative and selective written feedback.

'''Oral feedback'''

Oral feedback is a powerful force for moving pupils on and will be the most regular and interactive form of feedback. It is both direct (targeted to individuals or groups), but also indirect (others listen and reflect on what has been said).

The main purposes of using different types of feedback are to:

* acknowledge what pupils have learned and encourage them to reflect on and extend their learning still further;
* recognise that pupils need time to reflect on their learning;
* encourage pupils to pose further questions to clarify or further develop their own or each other’s thinking;
* encourage pupils to make next steps.

Teachers’ comments should always be both positive – recognising pupils’ efforts and achievements to date, and developmental – offering specific details of ways forward.

{| style="border-spacing:0;"
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Considering some examples'''
|-
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Consider the following examples of oral feedback. Place the numbers for each statement on the diagram above.
# Your long jump was poor. Put in more effort next go.
# Your long jump has really come on. You may be in the team next term.
# Your long jump was a disaster. You didn’t touch the board, your legs were too straight and I can hardly make out your shoulders from your chin.
# Your long jump was good but you should touch the board and keep your chin forward.
# Well done. Your long jump has really improved. To increase still further you need to push off from the board and keep your chin well forward. Try these two things next round and let’s see if you can make five metres. You could soon get in the team.

Use a tape recorder or video camera to capture two or three episodes involving oral feedback in your classroom.

Use the diagram to analyse your responses. Is your feedback mainly positive and specific?

Identify any aspects of your feedback that you would like to improve and record your next steps.

Plan an opportunity to repeat the exercise in a few weeks to see if you have achieved your targets.
|}
[[Image:EffectiveOralFeedback.png]]

'''Oral feedback for different purposes'''
Teachers use different types of oral prompt for different purposes in lessons. The following chart shows ways of providing oral feedback that encourages pupils to develop and move on in their thinking and learning.

{| style="border-spacing:0;"
| style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| '''Feedback for different purposes'''
| style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| '''Examples of oral prompts'''
| style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| '''Examples of oral prompts observed in lessons'''

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Correcting an error
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| Good try, but that’s not correct. Actually it’s …
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| If he’s saying due to … is he describing … explaining?

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Providing information
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| Yes, what you’re talking about is called …
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| So these are all descriptions … this is telling you why, it’s an explanation.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Appraising and praising
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| That would make sense, good thinking … Has anyone else tried something similar?
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| Let’s just pull that … that’s really important … thank you.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Challenging
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| Try that again. This time include/vary …
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| Do you agree with what he underlined?

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Seeking clarification
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| What do you mean when you say it needs more detail?
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| So is using numbers not better than comparing two places?

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Urging amplification, exploration or development
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| How might you take that argument even further? Which would be the best way to …?
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| What’s different about this sentence from the one above?

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Redirecting learning or activity
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| That’s a detailed illustration. Move on to the explanation, as it is also important.
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| Now you’ve named places think about how you could compare them.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Focusing or orienting learning
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| All this is important but it’s really your use of … that will really improve your work.
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| So she (Lucy) really focused you in on one thing you could use

… actually using numbers.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Confirmation and moving learning on
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| Yes, that’s right, now you can …
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| We’re making quite a lot of headway here … does anyone have an even better sentence?

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Crystallising steps
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| So spend a few minutes deciding on two changes you will make to your …
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| So her target would be to add numbers to her comparisons.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Distilling and summarising learning
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| Let’s think about what we’ve learned so far. Firstly, we’ve found out …
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| So we’ve agreed that comparing is good. Using numbers to compare is even better.

|-
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Encouraging pupils to reflect
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:none;padding:0cm;"| Let’s just think about what we’ve discussed – is there anything else you might do?
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| I want you to read it carefully and say what you think is your best sentence.

|}

Giving Oral Feedback/Document - Revision history

SimonKnight: SimonKnight moved page Giving Effective Oral Feedback/Document to Giving Oral Feedback/Document without leaving a redirect

SimonKnight: Created page with "Providing feedback Learners need information and guidance in order to plan the next steps in their learning. Oral and written feedback are closely interrelated and provide o..."