One of the most exciting parts of the Eurovision Song contest is the results – the awarding of points and the declaration of the eventual winner. The show would be a lot longer if more feedback was provided – something like 10 points due to the rousing nature of the tune and the inspiring lyrics, although the actual justification of the points would be interesting to hear. Detailed and effective feedback is not something that we, as practitioners, can or should avoid, so this week’s waffle is about some ideas for managing that feedback.
Throughout my teaching career so far, I have aways strived to share effective feedback with the learners. Although I have tried and been involved in a range of strategies, one thing always stays firmly as one of my priorities. It is important to creative a system which allows quality feedback consistently rather than a large quantity of feedback inconsistently. Because of this, it is important to manage how you mark and provide feedback. Within the classroom situation, I would always plan to have roughly three groups of children. When planning for their activities, I would ensure that one group would be working alongside the teaching assistant, another with myself and the final group independently. Although this might sound a ‘perfect’ situation, it generally was possible and allowed me and my teaching assistant to provide quality feedback verbally or written throughout the session, meaning that there was only one set of books to mark at the end of the lesson, in which I would provide quality written feedback. I recognise that many people might immediately start to criticise this method – but it was something that allowed me to maintain that consistency and quality of feedback that I wanted to achieve within my class.
…feedback should be a discussion where both parties can interact.
Technology can, of course, play an important part in supporting the feedback process. Although it is not possible to provide screencast/audio podcast feedback on every piece of work that a child produces within the class, it is possible to achieve this for certain pieces of work throughout the year. Also, using this approach the children themselves can actually be encouraged to provide feedback for the other children. Ideas for this can be found within this waffle.
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Have fun, engage and I’ll catch you later