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High Quality Feedback: Why we give feedback

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Part 3 of our High Quality Feedback course focuses on the science of learning and how we can use this understanding to develop effective feedback strategies.

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Effective feedback is often essential to acquiring new knowledge and skills. Good feedback should be: specific and clear; focused on the task rather than the student; and explanatory and focused on improvement rather than merely verifying performance. 

What does Learning: What is it, and how might we catalyse it? | Ambition Institute tell us about feedback? 

Insight 8 Understanding arises through connection (p17). To ensure that pupils are building the most robust and precise mental models, we must systematically and repeatedly expose pupil understanding – and provide corrective, timely feedback.  

Effective feedback:  

> Aims to close the gap between what pupils know and the exposed model 

 > Focuses on granular changes that are linked to broader strategies  

> Targets understanding or behaviour rather than character  

> Is provided alongside opportunities for further progress (Wiliam, 2015)  

Feedback can act as a crutch for learning, and providing too much, too soon, or not withdrawing it over time can inhibit progress in the long run (Fletcher-Wood, 2017).  

Posters:  

3 Feedback (squarespace.com) Tom Sherrington poster on feedback 

Harry's algorithm landscape2 (squarespace.com) - this is linked to Harry Fletcher’s Wood ‘Responsive Teaching’ book Responsive Teaching – Improving Teaching which has some really interesting principles including on exit tickets  Exit tickets: encapsulating tasks and retention – Improving Teaching   

Worth a look:

These books have one paper summaries of strategies, including effective feedback  

WalkThrus