What and Why?
In learning, one of the most important factors is a feeling that you are getting somewhere. For some students, learning at school can seem like an endless lists of exercises, in which they move from one task to the next. This can lead to a lack of a sense of direction in their learning or a feeling that there is no value in it. It is important, therefore, that students receive feedback on what they have done and that their effort is recognised and valued. Feedback may focus on the form of what they have done (spelling, grammar, neatness, etc.) or on its content, (its message, the opinions and ideas expressed.) As teachers, we typically respond to the form aspect, but it is only through the content aspect that we can really recognise our students as individuals with their own ideas.
Practical ideas
- Feedback can come from other students as well as from the teacher. Allowing time for students to show their work to each other (if they wish - this may be a sensitive point) can allow them opportunity to have pride in their work, ask questions about things they are unsure of, and share ideas.
- If the students are engaged in a large activity, such as in the Activity units, allow some time at the end for them to display their work.
- Feedback between students is best done in pairs or threes with students who are friends with each other.
- Feedback between students can be given a clear focus by asking them to produce a single re-written version of their work which draws on what each of them have done. For example, if they have completed a guided piece of writing, they can produce a new version which has corrected spellings, grammar, extra ideas etc.
- In feedback to each other, students may be over-critical or focus only on the form aspect. One way to overcome this is to insist that they make positive suggestions for improvement. Comments may also be limited to two or three points.
- Feedback to you, as the teacher, can be gained through the evaluation activities.
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