Sep 072016
 

In one of the most practical and valuable items we have published here on ThinkingHistory, Dale Banham describes in detail how he has developed a six-fold cycle of feedback which has the development of students’ ability to learn effectively at its heart. This is not just about the mechanics of marking and feedback but about how to help your students improve their understanding of how to study history and therefore raise their attainment.

As Dale argues:

‘Student progress is determined not by the amount of feedback we provide, much more by how we provide feedback. We have tried to address this by placing ‘marking’ within a 6 stage feedback cycle (see below). Our aims are to:

  • reduce teacher workload
  • increase the extent to which pupils take responsibility for their learning
  • improve outcomes by developing effective study habits in history – routines that make sure students review, redraft, respond to feedback and reflect on progress’

The Feedback Cycle

STAGE 1: When the work is set – establish clear success criteria

STAGE 2: When pupils are working on the task – make the most of oral feedback

STAGE 3: Just before pupils hand in their work to be marked – build in self and peer assessment

STAGE 4: When marking the work – aim to save time and maximise impact

STAGE 5: Returning the work – build in opportunities to respond to feedback

STAGE 6: Reflection – create a dialogue about learning

Read the whole article here

Ian

 Posted by at 7:45 am