Mike’s Blog
Strategies, Ideas and Insights for Teachers and Leaders
Tag: effective feedback
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Creating the Environment for Progress – Part 4
This blog is Part 4 of 4. You can access the other parts here: Effective Feedback We turn now to feedback. If marking is the process, feedback is the content.…
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What is feedback?
Feedback is at the heart of the learning process. It’s through feedback that students gain access to the information they need to progress, learn and develop. Feedback is the means…
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What does learning look like without feedback?
To best understand the impact of effective feedback, let us imagine what learning would be like without it. Many of us learn without feedback. At the moment, I am reading…
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An often-overlooked relationship that draws together effective feedback and the opening up of success criteria
Success criteria are the things against which work is judged. If you hit the success criteria – or surpass them – fantastic. If you fall short, then you have something…
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Is it worth using written feedback to focus on mistakes? (Spoiler alert: Yes)
One area on which you might like to focus your written feedback is mistakes. This can take two forms: praising learners and suggesting where they could make improvements. In the…
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Simplify your marking in a matter of minutes. 150 exemplar targets, covering ten essential areas of learning, ready for you to start using today.
Targets are central to feedback. Through targets, we help learners direct their future effort. Targets give learners access to expertise, helping them to do things differently, and better. Here are…
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Let me do some of the work for you! 150 exemplar questions you can use as the basis of high-quality feedback right now, with little or no adaptation necessary
You can use questions as a type of feedback, although they do not work in the same way as traditional feedback. The sentence types make different demands on the individuals…
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How can marking for target implementation change the game when it comes to maximising the impact of your feedback?
We set learners targets with the expectation that they will try to implement these. If they do, so our thinking goes, then their work will improve, and they will make…
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What happens when you ask learners to tell you what to mark?
Usually, it falls to us to decide what to mark. And, invariably, we decide to mark most things, if not all. While we might not give equal weight to all…
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Technological breakthroughs make verbal marking a new frontier you can use to support the learners you teach
Developments in technology mean we can now capture verbal marking of written work. For example, learners submit their work electronically, you read through it, and you then record yourself marking…