Continuum of oral feedback

Interim review at the end of

Planned review with individual

1. 
   Plan feedback which is positive and specific
   

2. 
   Reinforce the value and importance of the pupils’ contribution
   

3. 
   Focus on recent learning objectives and learning outcomes in the context of pupil targets
   

4. 
   Give the pupil(s) time to reflect and respond
   

5. 
   Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made
   

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6. 
   Identify and agree the most important next steps in learning and revise pupil targets if necessary
   

6. 
   Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought
   

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  Instant responses from the teacher may not always be well considered or sufficiently focused on learning objectives.
  

– Feedback should always be very clearly related to the lesson objectives and avoid comment on extraneous factors or areas; the objective needs to be fully explored at the outset of the lesson, task or episode.

–Wait time before and after questions or required responses encourages pupils to consider carefully and expand on their response. Other pupils can be asked to reflect or comment on the response before the teacher responds.

– Encourage pupils to use specific learning outcomes (success criteria) to assess their own or others’ responses, before or after your feedback.

– Using prompts such as Would you like to say a bit more about that? gives the teacher the opportunity to see what stage of thinking the learner has reached and to fine-tune feedback as appropriate. Such teacher responses also make the process developmental.

– Teachers should attempt to pre-empt possible misconceptions and issues in explanation of the task.

– Teachers can use pre-emptive strategies, e.g. discuss possible pitfalls and success criteria when setting tasks.

– Targeting questions or plenary activities at specific pupils can reduce the likelihood of inappropriate responses from pupils.

– Teachers need to consider the style of feedback given as well as the content and its implication for the way the lesson progresses, e.g. the choice between simple acknowledgement that an answer is correct or a response that urges further amplification or exploration.

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