Feedback in secondary science

ross-sneddon-0MBt0sGU8UA-unsplash
Share on twitter
Share on facebook
Share on linkedin
When it comes to providing high quality feedback, we need to ensure that we are teaching responsively - actively eliciting evidence about our pupils’ learning in order to inform and adapt our teaching to meet their needs (Black and Wiliam 1998). One efficient and immediate response to move pupils’ learning forward is to provide verbal feedback.  Giving feedback verbally means that you can clarify and elaborate immediately, therefore ensuring that misconceptions are not embedded, and pupils can act upon the feedback given straight away. As you watch this video of classroom practice, consider how the teacher: Gives whole class feedback based on common patterns observed from monitoring the classProvides clear and actionable steps towards successGives immediate feedback to avoid misconceptions becoming embedded Whether you’re establishing ways of working for the first time or reviewing your feedback approaches, take some time to r

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

Leave a Reply

Screenshot 2019-09-24 at 10.16.00

Video

Feedback in a primary classroom

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning

Video

Verbal feedback in secondary drama

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning