In some settings, real-time verbal feedback can be of huge benefit to learners by providing them with information they can use to modify their thinking and behaviour in the moment.
By real-time we mean feedback that is almost a narration of what learners are doing, followed by an immediate opportunity to act on this, and then by further feedback in response.
Here are some examples.
Real-Time Verbal Feedback – PE Example
The teacher cycles round the edge of the track while a group of more-able learners are running a 1500 metre time-trial.
The teacher observes how the learners are running and gives them real-time feedback on body position, posture and cadence.
Learners react to this in the moment, adjusting what they are doing.
The teacher continues to cycle alongside, making further observations and offering more feedback. Again, learners have a chance to apply this in real-time.
Real-Time Verbal Feedback – Design and Technology
The teacher works with a learner who is using a tool for the first time.
They begin by giving a demonstration and then provide the learner with real-time feedback as they try to use the tool correctly.
The teacher narrates the learner’s efforts, drawing their attention to subtle changes they need to make to improve what they are doing.
This means the learner gains real-time access to the teacher’s expertise and can use this to modify their use of the tool.
Real-Time Verbal Feedback – Dance
A dance teacher works with a group of learners who are practising a routine they have choreographed.
The dance teacher steps in and joins the group.
They slow the routine down and lead the learners through it, narrating what they are doing as they go.
The teacher gives special emphasis to any differences between their own performance and what the learners are doing.
The learners can then act on this feedback in real-time, as they work with the teacher.
Real-Time Verbal Feedback – Maths
A Year 4 teacher sits down with one of their learners and asks them to talk through how they are trying to solve some of the sums they’ve been set.
The teacher listens to the learner’s explanation and starts to narrate back to them what they have said.
The learner then takes on the role of listener and the teacher talks them through an alternative approach.
The learner has a go at this approach while the teacher narrates what is happening.
As they do this, they help the learner to get their application right by talking them through any trial and error that crops up.
Real-Time Verbal Feedback – French
A French teacher engages a learner in a one-on-one conversation.
As the conversation progresses, the teacher gives feedback on what the learner is saying and how they are saying it, while also maintaining the conversation in French.
The two processes continue simultaneously, meaning the learner is both practising their French and gaining real-time feedback they can use to improve the quality of their speaking.
Each example demonstrates a different application of real-time verbal feedback.
All achieve similar results.
Learners gain access to information they can use to modify and adapt what they are doing in the moment, thus improving their performance.
An additional benefit is that the teacher can respond to the modifications learners make, potentially speeding up the process of improvement.
