What is the focus of our training session?

1. What is the focus of our training session? Learning intentions (We Are Learning To...WALT) 1. To know what feedback is. 2. To understand how to use feedback effectively. Success criteria (What I’m Looking For...WILF) • I know a concise definition of feedback. 2. I can use effective and good quality verbal and written feedback methods.

2. Why are we focusing on effective feedback? 1.Regular, high quality feedback to learners about their work rapidly improves progress (1yr: typical=0.4; Effective feedback=0.78) 2.One of our appraisal targets is the regular and effective use of feedback.

3. Tips on giving feedback in education... Clip: Dylan Wiliam on feedback

4. Feedback in teaching: Key principles Has the teacher ensured that learners respond to or act upon the feedback? e.g. provide lesson time. Can learning progress be seen? What is the type of feedback?: verbal, written HIGH QUALITY FEEDBACK Who is giving the feedback? Teacher, peer, self. What is the content of the feedback? It should ... d) Have links to subject knowledge, subject skills, generic study skills. a) Relate to learning intentions, success criteria, mark schemes. c) Be formative feedback i.e. – Does it cause thinking? e.g. It must be a focused question or task. b) Be about the task at hand. • In your handout and full details in the document: ‘Feedback: A detailed guide for St Ivo staff’ • Poor feedback has no impact on achievement and can damage learners. Just a score, level or a praise E.g. ‘Well done, good work’; ‘Must do better’. • The diagram below summarises the key principles of regular, high quality feedback:

5. FEEDBACK means: • Giving advice, verbal or written, on how to improve & make progress • Teacher, peer, self feedback • GOOD FEEDBACK: • causes thinking to happen • usually a task or question • linked to success criteria or mark schemes • a response happens • creates a dialogue

6. Giving feedback – practical tips: • Allow enough class time so • students can use feedback to improve.

7. Giving feedback – practical tips: • Risk: feedback can become superficial to make it manageable. Consider 2 feedback comments: • Precise feedback that can be responded to immediately. E.g. correct literacy errors, knowledge gaps, starter sentences, rewriting a plan. • Feedback for broader success criteria e.g. Thematic not chronological approach.

8. FEEDBACK EXAMPLES: • STRENGTH: 3 explained reasons given. • ACTION: (task or question) Can you give the most important reason, and explain why? • RESPONSE: The most important reason was... I think this because... • __________________________________________________________________________________________________________________________________________________________________________________ • WWW: 3 reasons given. • EBI...if you back up reasons with examples. • RESPONSE: Examples to back up my points include... FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

9. Feedback in our subjects HODs were recently asked for examples to share and compare. All replies have been collated into a handout. FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

10. WHOLE GROUP DISCUSSION • TEACHER FEEDBACK • Any advice or examples to the group about effective teacher feedback? • STUDENT RESPONSES/PEER & SELF FEEDBACK • Any advice or examples? • WHICH TOOLS CAN YOU SUGGEST WORK BEST, AND WHY? • Feedback display posters (Strength Action Response; WWW,EBI); • Teacher STRENGTH, ACTION, RESPONSE stamp • Separate feedback KS3 exercise books • Different coloured pens for teacher/student response • Post-its; Mini-white boards; Red/amber/green response cards • Pupil progress sheets; Others? FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

11. What is the focus of our training session? Learning intentions (We Are Learning To...WALT) 1. To know what feedback is. 2. To understand how to use feedback effectively. Success criteria (What I’m Looking For...WILF) • I know a concise definition of feedback. 2. I can use effective and good quality verbal and written feedback methods. FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.

12. Where can you get guidance? St Ivo Teaching and Learning website for documents: Summary one page document: Learning Intentions, Success Criteria, and Feedback. Feedback at St Ivo: A detailed guide for staff Books: Wiliam, Hattie This powerpoint: Teaching and Learning website. Staff to talk to: Mike Craig, Dan Wilson, Dom Fullman, Amanda Crellin, Sue West. THANKS FOR TAKING PART TODAY! FEEDBACK means: Giving advice on how to improve & make progress. GOOD FEEDBACK: Causes thinking to happen; Usually a task or question; Linked to success criteria and mark schemes; A response happens.