Pupils do not act on oral feedback and do not take it seriously. Other pupils do not listen to it.
– It takes time to develop a supportive culture in the classroom and to establish that your own and other pupils’ errors are learning opportunities.
– It takes time to establish the value and importance of giving and receiving feedback.
– While focusing on specific areas of a response, be prepared to say when an answer is wrong in order to avoid confusion or reinforcing misconceptions.
– Pupils need explicit training and practice in the ground rules of speaking and listening.
– Ask another pupil to follow up on feedback.
Unplanned responses can become random and fail to develop pupils’ learning in a structured way.
88
– Questions and tasks need to be planned to encourage higher-level thinking and responses so that feedback can help develop it.
– Structure chains of questions and tasks incrementally so that feedback also moves learning on.
– Ensure that some time is built in for more extended or structured feedback at an appropriate time.
• Oral feedback is ephemeral.
– This is largely true but what is important is to ensure pupils have time to respond and act on the feedback if necessary.
– It may be helpful in some instances to get pupils to reflect on the feedback and write their next steps or targets in their exercise books, or to revise their work/performance/learning behaviours in the light of feedback there and then.
– Make a mental (or actual) note of pupils’ responses and return to points later to check on understanding and follow up.
• Pupils may feel exposed by public feedback.
– The key is to establish a supportive environment in which pupils are happy to contribute to the lesson. Share the process by encouraging pupils to talk through their thinking and identify points at which they went wrong or identify ways to improve.
– Establish the idea that if you are not making mistakes you are not learning.
– Create a challenge culture over time where genuine errors are perceived as positive learning opportunities, and where challenge is welcomed and pupils do not automatically choose the easiest option.
– Provide opportunities to give private or small group feedback.
– Establish routines for group and guided work.
– Always reinforce the value of the pupils’ contribution.
– On occasions, be willing to acknowledge your own errors or lack of specific knowledge.
• Pupils may not have the time needed to reflect on the feedback and respond to it.
– Not all responses will require reflection or adjustment; some simply confirm, acknowledge or encourage.
– Provide more time by echoing the point, e.g. So what you’re saying is …
– Build in time for pupils to amend work.
– Build in regular structured review points.
| 
