How can teachers create an effective feedback loop that reduces workload and ensures students take action?
Teachers are required to use a range of feedback techniques in and out of class to reduce teacher workload and give students an assessment so they can take action.
How do I use the feedback from the whole class?
Using a full-class feedback tool when the curriculum dictates rather than when the assessment requires it is a perfect alternative for teachers. This not only reduces the workload on teachers, but also encourages students to self-regulate. In this post I want to explain how the whole class feedback is used as a methodology.
This The entire class feedback sheet (below) provides a template for teachers to use to comment on comments based on feedback, feed, and feedforward information for their class.
Based on a series of feedback studies, it is important that all teachers not only clarify what a good example looks like, but model the task. The method I would always advocate is “I do, we do, you do”.
A teacher should model the task first. Then model it step-by-step, with students completing micro-versions of the assignment with you. Ask students to do the assignment in pairs or in groups, depending on the context, and then distribute the room to supervise this guided activity.
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It is important to address and respond to students in groups based on their work status. This is the only long-term, sustainable way for teachers to provide regular assessments in and out of class. Of course, this does not mean that one-on-one feedback should not or should not take place, it is simply time consuming to do on an industrial scale.
Teachers usually give “feedback” (comparison of the actual status with a previous status), but teachers must always link this dialogue as “feedback” (explanation of the target status based on the actual status).