Verbal Feedback Dance

Everything is food related… Different forms of feedback trackers and the sandwich

Feeding student progress Online feedback trackers that monitor student progress and make data drops easier Trackers that allow the students to listen to and respond to feedback both verbally and in written form

The Sandwich Positive Constructive Positive Positive “bread” to begin and end the discussion Allows the student to remain/gain motivation Enthuses them about the subject Constructive “meaty” feedback In the form of questions to get the students thinking and responding verbally Worded using positive language

The Sandwich Positive Constructive Positive “You have such energy in your performance – it’s really captivating for the audience” “How could you now focus on controlling particular movements to ensure you hit them accurately?” “If you tense your muscles to control the movements, along with your natural energy, imagine how amazing your dynamics will be.” Chef’s Thought Process: This is an example of a student who doesn’t pay attention to detail with their actions, and therefore their movements fly away into unexpected places. We don’t want to lose their attack at the expense of neat movements, so a middle ground needs to be found.

Think of a student that you’d like to give a sandwich to… Positive Constructive Positive What is a strength of theirs? What is an area for improvement? What question(s) can you ask to get them to think about their improvement? How could this improvement and strength improve their overall ability? Think about moving forwards… Chef’s Thought Process: What is the student like in your subject?

A balancing act…. “ On one hand, the evaluation of students work and attainment needs to provide pupils with helpful feedback about the standards expected and how the work presented could have been improves. On the other hand, it must also help pupils maintain motivation and positive attitude towards learning, rather than discourage and undermine their self-esteem. To achieve both of these aims is essential but no means easy”. Chris Kyriacou

Positive constructive feedback “The teacher must first consider the students difficulties before giving feedback” Chris Kyriacou (learning needs, learning behaviour, self-confidence) Do’s Don’ts Subject specific feedback (rich language that can be transferred from teacher to learner) Personalised feedback Non- specific holistic feedback (Tallis habits) recognising students working habits and behaviour and learning difficulties Individual progress A combination of formative and summative assessment If you are asking peer to give oral feedback give specifics to look for to support constructive and not judgmental feedback Irrelevant feedback that does not support the task at hand Feedback that recognizes more able students whilst also undermining the interest and enjoyment of a less able student Only focusing on summative assessment Generalised feedback Over use of positive feedback (praise) Allowing students to comment on each others’ work without specific objectives can increase judgmental and irrelevant feedback Benefits Self confident Engaged Curious Independent Increase growth mind-set Supports Affects Low self-esteem Disengaged Comparing themselves to other students unnecessarily Demotivated work ethic