Year 3/4 planned feedback lessons

Planned feedback lessons.
Time devoted to feedback in lessons- methods/tools for planning for this before lesson.

2. Desired Outcome:
Feedback that results in cognitive rather than emotional response.
Feedback that motivates pupils to take a next step.
Teacher’s time used more efficiently
More opportunities for teachers to interact with pupils as close to the coal face as possible

We interviewed the pupils:
In what way does this feedback make you think?
· “It has given me a reminder of something I need to check back on.”
· “It forces me to go back and improve and to rethink the sentence/answer.”
· “It pushes me to do something I am not happy with and challenges me.”
How does this feedback help you improve your work?
· “I can have better vocab/sentences.”
· “My work becomes better through this as I am always looking to improve.”
· “Forces me to try new things that I probably wouldn’t do by myself.”
How did receiving this feedback make you feel?
· “It depends on who the feedback comes from – I can sometimes panic if it is from an adult as I think it’s going to be confusing.”
· I can panic if the EBI is going to ask me to do something I am not confident with.”
· “I like getting advice from others and new ideas.”
“It can be annoying being asked to improve something when I feel I have done my best.”

When asked who they prefer receiving feedback from:
18/28 – Preferred receiving it from an adult
Justifications – Get stronger feedback from them, the adult has more experience, I trust the adult more than the child, they read it properly
2/28 – Preferred receiving it from a talk partner
Justifications – they don’t hide the truth, they offer new ideas
8/28 – Preferred receiving it from a friend
Justifications – they know how to tell me something ‘bad’, they won’t hurt my feelings when they offer advice
Evaluation – final results and conclusion:
We have found that the children are more engaged with their feedback and more motivated to want to take the next step in their learning. They are also more independent in generating or choosing feedback related to their own work or their partners work, although some children still need more scaffolding with this, with particular regards to peer feedback. From questioning the children, it is evident that they prefer feedback from teachers as opposed to their feedback buddies and they often deem their partners comment ‘useless’; this can however improve with further training and practice and this will be incorporated into our planning during Spring 2018. We will give the children explicit opportunities within lessons to understand how to generate appropriate and useful feedback. We will continue to focus on pupil autonomy, ensuring that each child reaches their full potential.

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