Improve Pupil Attainment Tile Hill Wood School and Language College Overview Rationale Defining effective feedback Models and principles of effective feedback Summary and next steps Rationale ID: 918246
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Slide1
Coventry EPS
Use of Effective Feedback to Improve Pupil AttainmentTile Hill Wood School and Language College
Slide2Slide3Overview
RationaleDefining effective feedbackModels and principles of effective feedbackSummary and next steps
Slide4Rationale
Sutton Trust Research drew upon thousands of studies and reviewed >20 approaches to improving learning.Providing effective feedback was identified as the most cost-effective approach. One study estimates impact to be x124 greater than reducing class sizes.The Sutton Trust reports a gain of +9 months. An AfL study indicated an impact of half a GCSE grade per student per subject.Requires sustained professional development.
Slide5Activity 1
Define: What is feedback? Discuss with your partner and attempt to write a brief definition
Slide6Slide7Defining feedback
How we are doing in our efforts to reach a goal (Wiggins 2012)Feedback provides information that fills a gap between what is understood and what is aimed to be understood (Sadler, 1989) Feedback reduces discrepancy between current understandings or performance and a goal (Hattie, 2007)Feedback provides a recipe for future action (William, 2011)
Slide8Sports Example
A student runs the mile in track. The goal is to run a 5 minute mile. At the end of each lap in practice races, the coaches yell out the times for each lap and bits of feedback (“You’re not swinging your arms”) followed by advice (“Pick it up, you need to take two seconds off the next lap to get it under 5:10”).
Slide9A model of feedback (Hattie, 2007)
Where am I going?How am I going? Where to next?
Slide10A model of feedback (Hattie, 2007)
Slide11“You need to include more information about the country’s economy.”
“You are a great student, well done!”
“This paragraph would make more sense if you used the strategies we talked about earlier.”
“You know the key features of a persuasive text. Check to see if you have used them in your opening paragraph.”
Slide12Example
Feed BackStudent (FS) Task (FT)
Slide13Activity
2Using Hattie’s model, categorise the following 8 feedback statements:FT / FP / FR / FSFeed Back / Feed Forward
Slide14Slide15Slide16Which is most effective?
A. GradeB. CommentC. Grade and comment
Slide17Grades, Praise and Feedback
Mixing praise with other comments can reduce the impact of feedback. Feedback through comments alone led to learning gains, whereas marks alone or comments accompanied by marks or giving praise did not (Butler, 1988)Grades do not lead to improvements in subsequent work (Kohm, 1994). Therefore, grades should be reserved for summative feedback.Grades are most beneficial when they are linked to explicit criteria which enables feed back and feed forward.
Slide18View Praise and Feedback Separately
But students do like praise. Sharp (1985) 26% of adolescent students preferred praise loudly and publicly. 64% preferred quiet and private. 10% preferred nothing at all.Feedback
Praise
Slide19Summary
An integral, yet complex component of teaching.Effective feedback is not praise, advice or evaluation.Effective feedback is the 3Fs.FT and FP are most beneficial, FS is least.Keep feedback and praise separate.Where possible, reserve grades for summative.Preserve self-esteem by emphasising what’s right.
Slide20Next steps – WOW weeksOver the next two weeks
reflect and evaluate on the feedback you have been givingConsider your strengths and what you can do differently with feedbackBuddy up with somebody in your department and take a couple of books along to discuss your findings
Slide21A whole school approach
September 2014 onwards
We are going to develop the ideas we’ve discussed today through:
Department meetings
TSP foci
CPD / sharing good practice & learning from each other
Student voice
Continued external support