Feedback Effects Table Mobilise Project Mobilise Choice Feedback Effects Table

Feedback Effects Table Show table. Explain that when complete, the table indicates the effect that feedback may have on pupil behaviour, motivation and goal setting. Ask staff to discuss what the outcomes may be and complete the boxes. Example - If a teacher indicated to a pupil, through their feedback, that they had exceeded their goal, for a child whose response is to change their behaviour, what might that look like? (They might exert less effort) Explain that the table is based on research, not all children’s responses will fit the table. What do staff think the shaded boxes on the table are for? (They highlight the only 2 positive outcomes from receiving well-intentioned feedback) Discuss what staff might say and do to try and ensure that the impact of their feedback on children is positive.

Feedback Effects Table – version taken from Didau The table illustrates just how easy it is to get feedback wrong. When giving feedback indicating a pupil has exceeded their goal, only 1/4 effects are positive (highlighted boxes) Sometimes our well –intentioned feedback may result in pupils making less effort, aiming lower or abandoning goals. In some cases, no feedback at all might be preferable. Just giving students feedback might be harmful. Discuss what staff might say and do to try and ensure that the impact of their feedback on children is positive.

Feedback Effects Table – version from Cluster Leads Cruise because they can ‘do it’; try less. Increase effort to exceed next time; try harder. Want a more challenging goal – increase aspirations. Aim lower/become demotivated; decrease aspirations. Too easy – learning is done; completed. Too hard, cannot achieve goal; giving up. In completing the table at Basecamp, the Cluster Leads came up with the following responses, which you may find useful. You could discuss these responses with staff – user friendly/ every-day language. No impact –worthless feedback; ignored. Disengaged; ignored.