Module 2: Written feedback - PGCE

More documents

Recommendations

Info

4.2 Developing written feedback 35 minutes Introduce this section by displaying slide 4.2.4 to show some research findings into feedback and pupils’ response to it. Slide 4.2.4 Explain the following. • Changing the way teachers provide written feedback to pupils, including the marking of their work, to make feedback more focused and selective requires teachers, pupils and parents to understand the rationale and the process. • Clear guidance needs to be agreed as to the regularity of detailed written feedback and departments need to identify the key pieces of work to focus upon. • The use of marks, grades and levels and how these are recorded and shared with parents need to be agreed at whole-school level. Task A (20 minutes) Tell participants the following. • The task involves looking at a range of teacher comments and suggesting whether they consider the feedback to the pupils to be helpful. • The participants are provided with handout 4.2.1 which gives: – a number of teacher comments; – some criteria to help participants judge the helpfulness of the comments to the pupils. Handout 4.2.1 Handout 4.2.1 Handout 4.2.1 cont. Teacher comment Does the feedback provide information to the pupil about: whether they are their limitations and a way to improve a way to think through on the right track? encourage them to their learning? the answer for correct work? themselves? You started off well. Unfortunately you have made the same error in the last three questions. Can you see what this is? You may find it helpful to go back to the grid method. Your poem about copper sulphate was interesting. We need to discuss how you think copper crystals are made. Attainment 3 Effort 2 You have made good progress in your handwriting. Your spelling still needs work. I think we need to talk about this work in more detail. Yet again you have not completed the work. Well done Simon. This is a very impressive article about the pros and cons of nuclear power. It was well presented as a newspaper article and I liked your quotes from different members of the public. The concerns you started to raise about nuclear waste perhaps need some further discussion. We can talk about this next lesson. Teacher comment Does the feedback provide information to the pupil about: whether they are their limitations and a way to improve a way to think through on the right track? encourage them to their learning? the answer for correct work? themselves? Well done – 1 merit A good ‘best fit graph’. The conclusion clearly explains the relationship between the force and the extension of the spring. There are a lot of inaccuracies in this work. Please check it through again. This work shows you have clear understanding of finding the areas and perimeters. What strategies did you use to calculate the answers? What were the important steps for you? You’ve plotted some interesting shapes. Well done! You have included more adjectives, which help bring the character alive on the page, but your sentence structure is not as varied as John’s. Experiment more by using complex sentences. Cracking piece of work. I like the diagrams and the interesting way you presented the impact of man on the environment. Keep it up! • The criteria have been adapted for the task from the research findings highlighted at the start of the module. 4 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004
Ask participants to work in pairs. Allocate the examples between them according to numbers. Explain that they have 10 minutes for the task. It is not necessary to consider all the teacher comments in this time, but ensure variety. After 10 minutes take some feedback and use the key points on slide 4.2.5 to summarise. Show slide 4.2.5. Slide 4.2.5 Handout 4.2.2 Ask participants to read handout 4.2.2 and briefly discuss with a partner and traffic-light those statements in terms of how they reflect their own practice (e.g. red – rarely, amber – often, green – typically). Make the following points. • It is important that feedback to pupils is related to their performance against the learning objective, not to the work of other pupils. If their performance is compared with that of other pupils it can lead to low self-esteem. • Pupils need to be shown they are on the right track. Comments like Your explanation about … is … are helpful. • Where pupils need to correct or develop their work it is important that the teacher provides the time for follow-up discussions and pupil action. A significant proportion of teacher comments in books say: – Complete this … – Re-draw the diagram! – Add in your ideas about … Rarely do pupils respond to these comments nor do the teachers check. Pupils can only respond to comments if they are given time to do so when the feedback the pupil has received is fresh in the mind. • Teachers should resist the temptation of giving the pupils the correct answers where there is a process that pupils can apply. In mathematics for example, it is easier to provide the answer to calculations rather than take pupils through the process of thinking the problem through. Continue by explaining the following. • Pupils often report that comments like try harder or be more logical are demoralising and do not match their own perception of the work. Such comments are often subjective. Focus on the specific learning objectives and outcomes. • Comments such as good work and well done or lots of ticks and merits may signify approval and can motivate pupils, but are not enough, as they do not 5 Unit 4, Module 2: Written feedback © Crown copyright 2004
Page 1 and 2: Unit 4 Module 2: Written feedback O
Page 3: Show slide 4.2.3. Slide 4.2.3 Expla
Page 7 and 8: Slide 4.2.6 Make the following poin
Page 9 and 10: Slide 4.2.8 Slide 4.2.9 Handout 4.2
Page 11 and 12: PowerPoint slides 11 Unit 4, Module
Page 13 and 14: Slide 4.2.1 Objectives • To recog
Page 15 and 16: Slide 4.2.3 Written feedback Factor
Page 17 and 18: Slide 4.2.5 Some characteristics of
Page 19 and 20: Slide 4.2.7 Analysing teacher comme
Page 21 and 22: Slide 4.2.9 • Over the month, pla
Page 23 and 24: Handout 4.2.1 cont. Teacher comment
Page 25 and 26: Handout 4.2.1 cont. Teacher comment
Page 27 and 28: Handout 4.2.3 Task B The following
Page 29 and 30: Handout 4.2.3 cont. The teacher’s
Page 31 and 32: Handout 4.2.5 • In a department m

Module 2: Written feedback - PGCE

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?