I have read some great posts on feedback, see Alex Quigley’s Improving Written Feedback and Verbal Feedback Given….. on Shaun Allison’s ‘Class Teaching’. Such a good idea, I couldn’t resist – so I bought myself the stamper and decided to try this with Year 7 – early days yet, but I love the idea so far..
A student in my Year 7 class was determined to find the number of winning lines in a game of 3D noughts and crosses which she did successfully. She drew some clear sketches of the different groups of winning lines and after a discussion with me was the recipient of my first stamp! I was very enthusiastic about her written work on this as you can see from her response! I had explained to the class that if I discuss their work with them, then give them a stamp – they have to write down that feedback as Shaun suggests in his post.
It is important for students to make a note of verbal feedback and I have asked students to do this more often recently, so for example if I am giving any verbal feedback to the class after a test or homework I expect them to make a note of any verbal feedback they believe applies to them.
Something we must do of course is allow students time to respond to feedback, ideally I want a conversation in their books! I acknowledge where a student has responded to feedback by awarding a Feedback Response point (see ClassCharts for recording learning behaviours). We need to allow time in class for students to act on any feedback given; another possibility is to give freedom of choice for homework. My notes for my Year 7 class on our homework blog includes the following:
Hattie, J.A. (1992). Measuring the effects of schooling. Australian Journal of Education (see page 9).